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>> WELCOME, EVERYONE.

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THIS IS THE THIRD TALK SPONSORED

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WORKSHOP, FOCUSING ON

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TRANSLATING RESEARCH INTO

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PRACTICE.

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I'M HOLLY STORKEL.

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I'M THE PROGRAM OFFICER FOR

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LANGUAGE AT THE NATIONAL

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INSTITUTE ON DEAFNESS AND OTHER

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COMMUNICATION DISORDERS, OR

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NIDCD.

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I'M ALSO A MEMBER OF THE TALK

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LEADERSHIP TEAM. 

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NEXT SLIDE PLEASE. 

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WITH APOLOGIES TO THOSE WHO HAVE

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BEEN WITH US FOR ALL THREE

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WORKSHOPS, YOU'RE GOING TO BE

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EXPERTS IN WHAT IS TALK.

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FOR ANYONE WHO IS NEW TO JOINING

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US, I WANT TO MAKE SURE EVERYONE

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KNOWS WHAT TALK IS.

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FIRST OF ALL, TALK STANDS FOR

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TACKLING ACQUISITION OF LANGUAGE

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IN KIDS.

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THIS IS A MULTI-INSTITUTE

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INITIATIVE AT NIH, LAUNCHED

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RECENTLY IN FEBRUARY OF 2023.

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THE INTENT OF TALK IS TO

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UNDERSTAND WHY CHILDREN ARE LATE

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TO TALK.

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WHAT FACTORS DIFFERENTIATE

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CHILDREN WHO WILL CONTINUE TO

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STRUGGLE WITH LANGUAGE VERSUS

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THOSE WHO WON'T, AND HOW WE CAN

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BEST SUPPORT LATE-TALKING

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CHILDREN TO IMPROVE THEIR

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OUTCOMES.

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THE ULTIMATE GOAL OF TALK IS TO

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PROVIDE PARENTS AND CAREGIVERS

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AND OTHER PROFESSIONALS WITH THE

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INFORMATION THEY NEED TO BETTER

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SUPPORT THESE CHILDREN.

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NEXT SLIDE.

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WE USE A BROAD AND INCLUSIVE

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DEFINITION OF LATE TALKING,

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SPECIFICALLY ANY CHILD NOT

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MEETING EXPRESSIVE LANGUAGE

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MILESTONES AT ABOUT 18 MONTHS OF

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AGE FOR ANY REASON, CONDITION,

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RISK FACTOR.

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PRETTY MUCH ALL CHILDREN BECAUSE

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WE WANT TYPICALLY DEVELOPING

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CHILDREN AS A COMPARISON GROUP

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TO THE CHILDREN WHO STRUGGLE.

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AS MANY OF YOU KNOW FROM THIS

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COMMON STARTING POINT, THERE ARE

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A VARIETY OF OUTCOMES.

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SOME CHILDREN SEEMINGLY LEARN

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LANGUAGE AT A FASTER RATE THAN

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PEERS, AND APPEAR TO CATCH UP TO

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THEIR PEER GROUP ON THEIR

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LANGUAGE MILESTONES.

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OTHER LAG BEHIND THE SAME AN AGE

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PEERS IN LANGUAGE DEVELOPMENT

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FOR EXTENDED PERIODS OF TIME,

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SOME MAY NOT BE COMMUNICATE

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THROUGH SPOKEN LANGUAGE AT ALL

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AND NEED ALTERNATIVE MEANS OF

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COMMUNICATION.

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NOPE.

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TALK HAS THREE TEAMS FOR ACTION

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WHICH HAVE GUIDED THIS WORKSHOP

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SERIES.

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LONGITUDINAL THEME IS ABOUT

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UNDERSTANDING THESE PATHWAYS

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INTO AND THROUGH THE LATE TALKER

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BENCHMARK TO UNDERSTAND THE WAYS

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CHILDREN LEARN LANGUAGE, ON TIME

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OR BEHIND SCHEDULE.

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OUR NOVEL APPROACHES THEME IS

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ABOUT APPLYING NEW AREAS OF

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SCIENCE AND TECHNOLOGY TO

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PROVIDE NOVEL INSIGHTS INTO THIS

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GROUP OF CHILDREN.

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TRANSLATIONAL THEME, THE FOCUS

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OF TODAY, IS ABOUT CREATING AND

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USING EVIDENCE BASE TO HELP

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PARENTS AND PROFESSIONALS

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EFFECTIVELY SUPPORT LATE-TALKING

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CHILDREN.

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NEXT SLIDE.

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FOR TODAY'S AGENDA, WE'LL FIRST

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HEAR BRIEF FLASH TALKS FROM FIVE

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TALK-FUNDED INVESTIGATORS AND

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WILL ENGAGE IN A PANEL

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DISCUSSION ABOUT TRANSLATIONAL

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RESEARCH.

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THROUGHOUT BOTH ACTIVITIES, WE

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INVITE OUR AUDIENCE MEMBERS TO

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USE THE Q&A PANEL FOR
QUESTIONS.

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NOTICE THAT'S MORE TO THE RIGHT

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OF YOUR LOWER TOOL BAR.

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THE CHAT IS ALSO OPEN BUT WE'RE

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USING THE CHAT ONLY FOR

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TECHNICAL ISSUES, SO IF YOU HAVE

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QUESTIONS OR COMMENTS THAT YOU

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WANT THE PANELISTS TO SEE,

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PLEASE DO BE SURE TO USE THE
Q&A

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FEATURE.

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AND WITH THAT, LET'S SWITCH OUT

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OUR SLIDES AND GET READY FOR OUR

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FIRST FLASH TALK.

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FIRST SPEAKER IS MICHAEL FULLER

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FROM UNIVERSITY OF NORTH TEXAS,

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AND HIS PROJECT IS COMMUNITY

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VIABLE FAMILY-SCHOOL PARTNERSHIP

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INTERVENTION FOR CHILDREN WITH

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SOCIAL-COMMUNICATION DEFICITS IN

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EARLY CHILDHOOD EDUCATION.

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TAKE IT AWAY, MICHAEL.

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>> THANK YOU, HOLLY.

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CAN YOU HEAR ME OKAY?

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>> YES.

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>> OKAY, WONDERFUL.

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SO THANKS FOR GIVING ME THE

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CHANCE TO GIVE A QUICK RUNDOWN

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OF OUR STUDY.

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COMPLETED AT THE UNIVERSITY

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NORTH TEXAS, WORKING WITH

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DARRELL HULL, RESEARCH

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METHODOLOGIST, AND SUSAN

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NICHOLS, RESEARCH CLINICIANS,

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TWO GRADUATE STUDENTS, GABY AND

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ALI AND THREE CONSULTANTS. 

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NEXT SLIDE PLEASE. 

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SO, I'M AN AUTISM RESEARCHER.

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IN THE AUTISM FIELD, OVER THE

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LAST DECADE OR SO THERE HAVE

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BEEN A NEW SET OF INTERVENTION

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STRATEGIES, THE FIELD COALESCES

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AROUND.

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WHICH PROVIDES A NEW AND

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FRUITFUL PARADIGM FOR EARLY

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INTERVENTION RESEARCH, WE CALL

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THEM THE NATURALISTIC

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DEVELOPMENTAL BEHAVIORAL

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INTERVENTIONS.

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AND AS PART OF THIS FRAMEWORK OF

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NDBIs, THERE HAVE BEEN A

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SUBGROUP OF INTERVENTIONS THAT

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USE THESE STRATEGIES THAT CIRCLE

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AROUND NATURALISTIC TEACHING TO

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TRAIN PARENTS SO THERE'S NDBI

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PARENT COACHING INTERVENTIONS

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AND THE FIELD HAS DONE A NICE

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JOB UNDERSTANDING COMPONENTS AND

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PERIPHERY, THINGS THAT CAN BE

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ADAPTED AND CHANGED.

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AT THE SAME TIME, THERE'S ALSO

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CHILDREN'S EARLY CHILDHOOD

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EDUCATIONAL PRACTICES, AND WHAT

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WE NOTICE A VERY WELL ALIGNED

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WITH NAEYC GUIDELINES, NOT

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NECESSARILY IN RIGOR, FIDELITY,

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PROBABLY NOT IN TERMS OF DOSING

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OR INTENT BUT ALIGNED IN HOW

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NAEYC AND NDBI FOLKS THINKS

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ABOUT EARLY LEARNING AND

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DEVELOPMENT, PRIORITIZE SOCIAL

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EMOTIONAL LEARNING AND HOW

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IMPORTANT IT IS TO ENGAGE

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PARENTS IN CHILDREN'S LEARNING.

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SO THIS PROJECT HAS TWO PARTS,

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THE GOAL 1 TO ENGAGE

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STAKEHOLDERS FROM EARLY

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CHILDHOOD EDUCATION COMMUNITY TO

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ADAPT NDBI INTERVENTIONS,

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ESSENTIAL ELEMENTARIES FOR USE

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IN EARLY -- ESSENTIAL ELEMENTS

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AND GOAL 2 TO DO A FIELD TEST TO

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FOCUS ON FEASIBILITY AND

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FIDELITY AND ACCEPTABILITY OF

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THIS MODEL.

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NEXT SLIDE PLEASE.

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SO, IN TERMS OF PROGRESS TODAY,

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WE'VE COMPLETED ESSENTIALLY GOAL

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1, WHICH IS WE'VE ENGAGED A

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BROAD RANGE OF STAKEHOLDERS, WE

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USED AN IMPLEMENTATION SCIENCE

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FRAMEWORK, DYNAMIC ADAPTATION

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PROCESS TO HELP US GUIDE OUR

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ADAPTATIONS, AND THIS FRAMEWORK

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REQUIRES OR ASKS US OR GUIDES US

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TO WORK WITH STAKEHOLDERS ACROSS

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MULTIPLE SYSTEMS AND ALSO AT

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MULTIPLE LEVELS FROM WITHIN THE

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ORGANIZATION SO FOR US THIS

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MEANT WE LOOK FOR EARLY

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CHILDHOOD SYSTEM LEADERS,

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EDUCATION SERVICE CENTERS,

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SCHOOL DISTRICT LEADERSHIP,

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NON-PROFIT LEADERSHIP, SO WE HAD

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SIX PARTICIPANTS FROM THAT

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GROUP.

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WE HAVE SIX EARLY CHILDHOOD

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PROGRAM DIRECTORS AND

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PRINCIPALS.

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WE HAVE 11 EARLY CHILDHOOD

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EDUCATION TEACHERS, 11 FAMILIES

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OF CHILDREN WITH SOCIAL

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COMMUNICATION CHALLENGES IN

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EARLY CHILDHOOD.

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WE ALSO WORKED WITH STAKEHOLDERS

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FROM PUBLIC SCHOOL SYSTEMS, HEAD

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START, PRIVATE CHILD CARE

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PROGRAMS.

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THEN WE USED THE STAKEHOLDER

218
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INFORMATION TO ADAPT THE

219
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INTERVENTION.

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IN TERMS OF GOAL 2 WE STARTED

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FINALIZING METHODS FOR

222
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FEASIBILITY TRIAL, SO FAR

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RECRUITED FIVE EARLY CHILDHOOD

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PROGRAMS TO START OUR

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FEASIBILITY TRIAL.

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NEXT SLIDE PLEASE.

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I'M GOING TO GIVE A GLIMPSE OF

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WHAT WE GLEANED FROM THE

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STAKEHOLDER INTERVIEWS AND HOW

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TO ADAPT THESE STRATEGIES.

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FIRST IN TERMS OF APPROACH, WHAT

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THE STAKEHOLDERS TOLD US, THE

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FOCUS OF PARENT ENGAGEMENT IN

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EARLY CHILDHOOD EDUCATION SHOULD

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NOT JUST BE ABOUT AUTISM BUT

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ABOUT A BROADER SPECTRUM OF

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CHILDREN WITH SOCIAL

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COMMUNICATION VULNERABILITIES.

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TWO, IN TERMS OF STAFF TRAINING

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FORWARD, TEACHERS HAVE A LOT OF

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EXPERIENCE WITH LEARNING AND

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FELT THAT WAS NOT APPROPRIATE,

243
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INSTEAD WE'RE DOING 3-HOUR

244
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DIDACTIC WORKSHOP IN PERSON WITH

245
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IMPLEMENTATION SUPPORT

246
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THROUGHOUT THE PROJECT.

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IN TERMS OF THE LEARNING FORMAT

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FOR THE PARENTS, WE HEARD

249
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TEACHERS TALK A LOT ABOUT HOW

250
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IMPORTANT IT IS TO GIVE PARENTS

251
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AN OPPORTUNITY TO PRACTICE

252
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SKILLS, SO WE'RE FOLLOWING SORT

253
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OF A PLAY GROUP FORMAT FOR OUR

254
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INTERVENTIONS, TEACHERS TALKED

255
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ABOUT DOSAGE, MAJOR BARRIER IS

256
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LIMITED TIME FOR TEACHERS AND

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ALSO FOR PARENTS, SO WE LIMIT

258
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OUR SELF TO THREE PLAY GROUPS

259
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OVER THE COURSE OF A SCHOOL

260
00:09:24,145 --> 00:09:27,215
YEAR.

261
00:09:27,215 --> 00:09:28,316
NEXT SLIDE PLEASE. 

262
00:09:28,316 --> 00:09:31,819
THERE'S ONE LAST SLIDE.

263
00:09:31,819 --> 00:09:32,587
THE ONE BEFORE.

264
00:09:32,587 --> 00:09:35,089
BRIEFLY IN TERMS OF CON TONIGHT

265
00:09:35,089 --> 00:09:37,625
WHAT WE HEARD IS THAT TEACHERS

266
00:09:37,625 --> 00:09:40,761
FELT OR STAKEHOLDERS FELT THAT

267
00:09:40,761 --> 00:09:42,430
THE STRATEGY THEY WISH PARENTS

268
00:09:42,430 --> 00:09:45,900
KNEW MORE ABOUT, BASIC

269
00:09:45,900 --> 00:09:47,001
STRATEGIES FOR ENGAGING CHILDREN

270
00:09:47,001 --> 00:09:48,769
WITH COMMUNICATION DELAYS.

271
00:09:48,769 --> 00:09:52,173
THEY WEREN'T SO INTERESTED IN

272
00:09:52,173 --> 00:09:54,575
TEACHING PARENTS SPECIFIC

273
00:09:54,575 --> 00:09:55,776
PROMPTING OR REINFORCEMENT

274
00:09:55,776 --> 00:09:57,178
STRATEGIES.

275
00:09:57,178 --> 00:10:02,650
INSTEAD THE FOCUS SHOULD BE ON

276
00:10:02,650 --> 00:10:04,752
STRATEGIES TO ENGAGE CHILDREN IN

277
00:10:04,752 --> 00:10:06,521
ACTIVITIES THAT ARE FAMILIAR

278
00:10:06,521 --> 00:10:07,388
ROUTINES IN THE HOME.

279
00:10:07,388 --> 00:10:09,690
I'M GOING TO LEAVE IT AT THAT.

280
00:10:09,690 --> 00:10:10,458
>> ALL RIGHT.

281
00:10:10,458 --> 00:10:13,194
THANKS SO MUCH, MICHAEL.

282
00:10:13,194 --> 00:10:14,829
VERY INTERESTING WORK.

283
00:10:14,829 --> 00:10:16,230
AND IF ANYONE HAS QUESTIONS,

284
00:10:16,230 --> 00:10:17,665
PLEASE FEEL FREE TO PUT THOSE IN

285
00:10:17,665 --> 00:10:18,399
THE Q&A.

286
00:10:18,399 --> 00:10:20,501
WE WILL HAVE A LITTLE BIT OF

287
00:10:20,501 --> 00:10:21,502
TIME TO ANSWER QUESTIONS LIVE

288
00:10:21,502 --> 00:10:23,004
AFTER WE GET THROUGH ALL THE

289
00:10:23,004 --> 00:10:24,205
FLASH TALKS.

290
00:10:24,205 --> 00:10:25,439
OUR SPEAKERS WILL ALSO ATTEMPT

291
00:10:25,439 --> 00:10:27,275
TO ANSWER THINGS IN THE Q&A

292
00:10:27,275 --> 00:10:29,377
PANEL JUST BY TYPING THEIR

293
00:10:29,377 --> 00:10:30,144
RESPONSE AS WELL.

294
00:10:30,144 --> 00:10:32,547
IF WE COULD GO TO THE NEXT SLIDE

295
00:10:32,547 --> 00:10:35,182
FOR THE TITLE.

296
00:10:35,182 --> 00:10:35,416
YES.

297
00:10:35,416 --> 00:10:45,726
NEXT SPEAKERS ARE DANIEL BAGNER

298
00:10:45,726 --> 00:10:47,028
AND DANIELA VACLAVIK, PARENTING

299
00:10:47,028 --> 00:10:48,629
INTERVENTION ON CHILD EXPRESSIVE

300
00:10:48,629 --> 00:10:50,565
LANGUAGE, INTERIM FINDINGS FROM

301
00:10:50,565 --> 00:10:54,368
A RANDOMIZED CLINICAL TRIAL. 

302
00:10:54,368 --> 00:10:56,771
TAKE IT AWAY.

303
00:10:56,771 --> 00:11:01,142
>> HI, EVERYONE.

304
00:11:01,142 --> 00:11:06,480
THANK YOU FOR HAVING US. 

305
00:11:06,480 --> 00:11:09,150
NEXT SLIDE PLEASE.

306
00:11:09,150 --> 00:11:11,886
THIS PROJECT CAPITALIZES ON THE

307
00:11:11,886 --> 00:11:13,421
PANTHERS PROJECT, A LARGE

308
00:11:13,421 --> 00:11:17,725
RANDOMIZED CLINICAL TRIAL FUNDED

309
00:11:17,725 --> 00:11:24,632
BY NICHD EVALUATING INFANT

310
00:11:24,632 --> 00:11:26,934
BEHAVIOR PROGRAM, IBP.

311
00:11:26,934 --> 00:11:29,470
AND WE'RE EVALUATING THE

312
00:11:29,470 --> 00:11:31,205
PREVENTIVE INTERVENTION FOR

313
00:11:31,205 --> 00:11:33,040
UNDERSERVED AND UNDERREPRESENTED

314
00:11:33,040 --> 00:11:34,709
FAMILIES, WITH CHILDREN AT RISK

315
00:11:34,709 --> 00:11:36,344
OF DEVELOPING MORE SEVERE

316
00:11:36,344 --> 00:11:38,479
PROBLEMATIC BEHAVIORS IN THE

317
00:11:38,479 --> 00:11:40,214
FUTURE.

318
00:11:40,214 --> 00:11:44,051
AND BOTH THE IBP AND ACTIVE

319
00:11:44,051 --> 00:11:46,454
CONTROL GROUP, WHICH CONSISTS OF

320
00:11:46,454 --> 00:11:48,623
SESSIONS ON CHILD DEVELOPMENT,

321
00:11:48,623 --> 00:11:52,360
CONSISTS OF SIX WEEKLY SESSIONS,

322
00:11:52,360 --> 00:11:58,499
FAMILIES ARE EVALUATED FIVE TIME

323
00:11:58,499 --> 00:12:00,034
POINTS, BASELINE,

324
00:12:00,034 --> 00:12:01,769
POST-INTERVENTION, AND FOUR,

325
00:12:01,769 --> 00:12:03,070
EIGHT, AND TWELVE MONTHS POST

326
00:12:03,070 --> 00:12:04,171
INTERVENTION FOLLOW-UP.

327
00:12:04,171 --> 00:12:07,141
IN SEVERAL PILOT STUDIES WE

328
00:12:07,141 --> 00:12:08,876
FOUND THAT THE IBP IMPROVED

329
00:12:08,876 --> 00:12:10,745
CHILDHOOD BEHAVIOR BUT WE ALSO

330
00:12:10,745 --> 00:12:13,381
SAW SIGNIFICANT IMPROVEMENT IN

331
00:12:13,381 --> 00:12:15,249
CHILD LANGUAGE PRODUCTION.

332
00:12:15,249 --> 00:12:18,319
GIVEN THAT ALL DATA IN PREVIOUS

333
00:12:18,319 --> 00:12:19,820
STUDY WERE BASED ON OBSERVATION

334
00:12:19,820 --> 00:12:22,790
OF CHILD LANGUAGE DURING A

335
00:12:22,790 --> 00:12:23,758
STRUCTURED PARENT-CHILD PLAY

336
00:12:23,758 --> 00:12:26,494
ACTIVITY, WE WANTED TO ADOPT A

337
00:12:26,494 --> 00:12:28,596
MULTI-METHOD APPROACH TO

338
00:12:28,596 --> 00:12:31,766
EVALUATING CHILD LANGUAGE.

339
00:12:31,766 --> 00:12:38,673
AND BRIEFLY, ADDITIONAL GOALS

340
00:12:38,673 --> 00:12:39,306
INCLUDE EVALUATING MODERATION,

341
00:12:39,306 --> 00:12:42,943
ONCE WE CAN HAVE THE NECESSARY

342
00:12:42,943 --> 00:12:45,146
POWER TO DETECT.

343
00:12:45,146 --> 00:12:48,616
NEXT SLIDE PLEASE.

344
00:12:48,616 --> 00:12:50,384
TO THIS GOAL WE INCLUDED 200

345
00:12:50,384 --> 00:12:53,120
FAMILIES BY THE END OF THE YEAR,

346
00:12:53,120 --> 00:12:55,189
IN LINE WITH ADOPTING A

347
00:12:55,189 --> 00:12:56,824
MULTI-METHOD APPROACH TO

348
00:12:56,824 --> 00:12:57,425
EVALUATE LANGUAGE OUTCOMES

349
00:12:57,425 --> 00:13:00,361
BECAUSE OF OUR INTEREST IN

350
00:13:00,361 --> 00:13:01,429
LANGUAGE WE STARTED COLLECTING

351
00:13:01,429 --> 00:13:05,499
LANGUAGE DATA AT THE ONSET OF

352
00:13:05,499 --> 00:13:12,740
THE PANTHERS PROJECT USING THE

353
00:13:12,740 --> 00:13:13,107
MacARTHUR-BASED

354
00:13:13,107 --> 00:13:14,041
COMMUNICATIVE INVENTORY, MBCDI,

355
00:13:14,041 --> 00:13:16,877
A MEASURE OF CHILD EXPRESSIVE

356
00:13:16,877 --> 00:13:17,144
LANGUAGE.

357
00:13:17,144 --> 00:13:20,147
WE WANTED TO ADD A MEASURE OF

358
00:13:20,147 --> 00:13:22,116
NATURALISTIC CHILD LANGUAGE,

359
00:13:22,116 --> 00:13:23,017
WHICH REQUIRED ADDITIONAL

360
00:13:23,017 --> 00:13:24,852
FUNDING, SUCH THAT WE STARTED

361
00:13:24,852 --> 00:13:27,088
COLLECTING DATA USING THE

362
00:13:27,088 --> 00:13:32,126
LANGUAGE ENVIRONMENT ANALYSIS,

363
00:13:32,126 --> 00:13:35,463
LENA, HALFWAY INTO YEAR 3 OF THE

364
00:13:35,463 --> 00:13:36,497
PANTHERS PROJECT.

365
00:13:36,497 --> 00:13:38,466
NEXT SLIDE PLEASE.

366
00:13:38,466 --> 00:13:42,103
AND NOW DAN WILL PRESENT ON

367
00:13:42,103 --> 00:13:44,071
PROGRESS AND PRELIMINARY

368
00:13:44,071 --> 00:13:45,172
FINDINGS.

369
00:13:45,172 --> 00:13:45,873
>> GREAT, THANKS DANIELA.

370
00:13:45,873 --> 00:13:47,608
A BRIEF UPDATE ON THE PROGRESS,

371
00:13:47,608 --> 00:13:50,111
THIS SLIDE SHOWS AS SAID WE

372
00:13:50,111 --> 00:13:51,345
STARTED COLLECTING DATA USING

373
00:13:51,345 --> 00:13:52,847
MBCDI AT THE START OF THIS

374
00:13:52,847 --> 00:13:53,547
PROJECT.

375
00:13:53,547 --> 00:13:54,815
WE'RE ALMOST DONE COLLECTING

376
00:13:54,815 --> 00:13:55,516
DATA PARTICULARLY AT BASELINE

377
00:13:55,516 --> 00:13:55,916
AND POST.

378
00:13:55,916 --> 00:13:57,885
WE HAVE A LITTLE BIT OF WAYS TO

379
00:13:57,885 --> 00:14:00,287
GO FOR THE FOLLOW-UPS.

380
00:14:00,287 --> 00:14:01,822
LENA IN LIGHTER COLORS, WE HAVE

381
00:14:01,822 --> 00:14:04,358
A BIT MORE WAY TO GO BECAUSE WE

382
00:14:04,358 --> 00:14:05,659
DIDN'T COLLECT DATA UNTIL THE

383
00:14:05,659 --> 00:14:10,364
TRIAL WAS IN THE THIRD YEAR.

384
00:14:10,364 --> 00:14:14,902
SO, WE WILL BE ABLE TO ANALYZE

385
00:14:14,902 --> 00:14:18,606
AT A LATER TIME POINT.

386
00:14:18,606 --> 00:14:20,141
NEXT SLIDE PLEASE.

387
00:14:20,141 --> 00:14:23,644
SO TO DATE, OUR CURRENT SAMPLE

388
00:14:23,644 --> 00:14:25,846
OF 172 FAMILIES, GOAL IS 200

389
00:14:25,846 --> 00:14:27,181
WHICH WE HOPE TO RECRUIT BY THE

390
00:14:27,181 --> 00:14:28,382
END OF THIS YEAR.

391
00:14:28,382 --> 00:14:30,117
OUR CHILDREN ON AVERAGE TO DATE

392
00:14:30,117 --> 00:14:32,953
ARE ABOUT 15 MONTHS OF AGE, A

393
00:14:32,953 --> 00:14:36,023
LITTLE BIT OVER HALF ARE BOYS.

394
00:14:36,023 --> 00:14:39,560
AND MOST OF OUR FAMILIES REPORT

395
00:14:39,560 --> 00:14:42,329
BEING FROM HISPANIC OR LATINE

396
00:14:42,329 --> 00:14:43,230
BACKGROUNDS WITH SOME DIVERSITY

397
00:14:43,230 --> 00:14:46,233
IN RACE, AS YOU CAN SEE ON OUR

398
00:14:46,233 --> 00:14:46,801
SLIDE.

399
00:14:46,801 --> 00:14:49,870
IN ADDITION BECAUSE WE ARE

400
00:14:49,870 --> 00:14:53,440
LOCATED IN MIAMI, FLORIDA, WITH

401
00:14:53,440 --> 00:14:57,378
LARGE NUMBER OF  BILINGUAL AND

402
00:14:57,378 --> 00:14:59,046
DUAL SPEAKING FAMILIES, THE

403
00:14:59,046 --> 00:15:01,015
MAJORITY DO SPEAK MORE THAN ONE

404
00:15:01,015 --> 00:15:03,884
LANGUAGE AND IN PARTICULAR

405
00:15:03,884 --> 00:15:04,685
MOSTLY ENGLISH AND SPANISH.

406
00:15:04,685 --> 00:15:07,154
NEXT SLIDE PLEASE.

407
00:15:07,154 --> 00:15:11,091
AND SO THIS IS A QUICK PEEK AT

408
00:15:11,091 --> 00:15:13,394
OUR PRELIMINARY DATA.

409
00:15:13,394 --> 00:15:16,697
THESE ARE DATA ACROSS ALL FIVE

410
00:15:16,697 --> 00:15:17,565
TIME POINTS.

411
00:15:17,565 --> 00:15:19,633
OUR DEPENDENT VARIABLE IS THE

412
00:15:19,633 --> 00:15:21,702
TOTAL NUMBER OF CHILD WORDS

413
00:15:21,702 --> 00:15:24,338
SPOKEN REPORTED ON THE MBCBI.

414
00:15:24,338 --> 00:15:27,408
WHAT WE DID FOR CHILDREN EXPOSED

415
00:15:27,408 --> 00:15:28,742
TO ENGLISH AND SPANISH TOTALED

416
00:15:28,742 --> 00:15:31,245
THE TOTAL NUMBER OF WORDS IN

417
00:15:31,245 --> 00:15:32,680
ENGLISH AND SPANISH BOTH.

418
00:15:32,680 --> 00:15:34,882
WE DO ALREADY HAVE A MAIN

419
00:15:34,882 --> 00:15:37,084
EFFECTIVE TIME, SO OVER TIME ALL

420
00:15:37,084 --> 00:15:39,253
KIDS ARE INCREASING IN THEIR

421
00:15:39,253 --> 00:15:40,588
LANGUAGE, NOT SURPRISING.

422
00:15:40,588 --> 00:15:43,190
WE DON'T YET -- WE DIDN'T FIND A

423
00:15:43,190 --> 00:15:45,292
SIGNIFICANT GROUP BY TIME

424
00:15:45,292 --> 00:15:45,626
INTERACTION.

425
00:15:45,626 --> 00:15:47,561
HOWEVER, OUR EFFECT SIZE WAS

426
00:15:47,561 --> 00:15:50,097
FAIRLY LARGE, SUGGESTING ONCE WE

427
00:15:50,097 --> 00:15:51,932
HAVE OUR COMPLETED DATA AT THOSE

428
00:15:51,932 --> 00:15:54,702
FOLLOW-UP TIME POINTS WE'LL FIND

429
00:15:54,702 --> 00:15:55,336
A SIGNIFICANT EFFECT.

430
00:15:55,336 --> 00:15:57,638
THIS TREND AS YOU CAN SEE

431
00:15:57,638 --> 00:15:58,639
BETWEEN THE CONTROL AND

432
00:15:58,639 --> 00:16:00,407
TREATMENT GROUP IS CONSISTENT

433
00:16:00,407 --> 00:16:03,911
WITH WHAT WE FOUND IN OUR

434
00:16:03,911 --> 00:16:05,880
PREVIOUS PILOT WORK WHERE WE SEE

435
00:16:05,880 --> 00:16:06,981
DIFFERENCES START TO EMERGE

436
00:16:06,981 --> 00:16:10,351
AROUND THAT AGE OF 2, AROUND

437
00:16:10,351 --> 00:16:12,319
THAT AGE OF THE LANGUAGE

438
00:16:12,319 --> 00:16:13,420
EXPLOSION WE TYPICALLY SEE IN

439
00:16:13,420 --> 00:16:19,093
LIT 

440
00:16:19,093 --> 00:16:19,393
LITERATURE.

441
00:16:19,393 --> 00:16:20,861
I'LL LEAVE IT AT THAT.

442
00:16:20,861 --> 00:16:22,630
>> CAN WE ADVANCE TO THE
NEXT

443
00:16:22,630 --> 00:16:23,497
SPEAKER'S TITLE SLIDE?

444
00:16:23,497 --> 00:16:24,732
THERE WE GO.

445
00:16:24,732 --> 00:16:26,800
NEXT UP IS KARLA WASHINGTON,

446
00:16:26,800 --> 00:16:29,069
FROM THE UNIVERSITY OF TORONTO,

447
00:16:29,069 --> 00:16:34,708
AND HER PROJECT IS

448
00:16:34,708 --> 00:16:36,110
CHARACTERIZING LATE TALKING,

449
00:16:36,110 --> 00:16:37,544
NEUROBIOLOGICAL AND BEHAVIORAL

450
00:16:37,544 --> 00:16:37,978
INSIGHTS.

451
00:16:37,978 --> 00:16:41,282
>> THANKS FOR BEING HERE
TODAY.

452
00:16:41,282 --> 00:16:45,853
SO OUR PROJECT WAS ABLE TO

453
00:16:45,853 --> 00:16:46,854
EXAMINE NEUROBIOLOGICAL AND

454
00:16:46,854 --> 00:16:48,155
BEHAVIORAL INSIGHTS INTO LATE

455
00:16:48,155 --> 00:16:49,690
TALKING, THE TEAM OF RESEARCHERS

456
00:16:49,690 --> 00:16:52,526
YOU CAN SEE HERE SUPPORTING ME

457
00:16:52,526 --> 00:16:54,495
IN THIS ENDEAVOR.

458
00:16:54,495 --> 00:16:56,463
OUR PRIMARY GRANT, LARGER GRANT,

459
00:16:56,463 --> 00:17:00,301
WAS FOCUSED ON UNDERSTANDING

460
00:17:00,301 --> 00:17:02,369
MEMORY AND LANGUAGE CONNECTION,

461
00:17:02,369 --> 00:17:04,805
INCREASED SCORES BY WAY OF

462
00:17:04,805 --> 00:17:06,106
PROCEDURAL CIRCUIT DEFICIT

463
00:17:06,106 --> 00:17:06,607
HYPOTHESIS.

464
00:17:06,607 --> 00:17:09,510
WE WANTED TO EXTEND THIS

465
00:17:09,510 --> 00:17:10,477
THEORETICAL PERSPECTIVE

466
00:17:10,477 --> 00:17:13,347
DOWNSTREAM TO AN EARLIER

467
00:17:13,347 --> 00:17:16,283
POPULATION WHO ARE OFTEN -- SOME

468
00:17:16,283 --> 00:17:17,718
ARE LATER DIAGNOSED WITH

469
00:17:17,718 --> 00:17:18,185
DEVELOPMENTAL LANGUAGE

470
00:17:18,185 --> 00:17:19,253
DISORDERS, OTHERS ARE NOT.

471
00:17:19,253 --> 00:17:20,888
TWO GOALS, ONE TO TRY TO

472
00:17:20,888 --> 00:17:25,793
UNDERSTAND MORE OF A MECHANISTIC

473
00:17:25,793 --> 00:17:26,694
CHARACTERIZATION OF CONNECTIVITY

474
00:17:26,694 --> 00:17:28,529
DIFFERENCES BETWEEN LATE TALKERS

475
00:17:28,529 --> 00:17:29,997
AND TYPICALLY DEVELOPING PEERS.

476
00:17:29,997 --> 00:17:33,067
AND THEN FOR THE SECOND GOAL WAS

477
00:17:33,067 --> 00:17:34,168
TO INFORM TREATMENT-RELATED

478
00:17:34,168 --> 00:17:36,870
CHANGES IN LATE TALKERS WHO

479
00:17:36,870 --> 00:17:39,073
RECEIVED A FOCUSED FORM OF

480
00:17:39,073 --> 00:17:41,275
INTERVENTION OVER TIME.

481
00:17:41,275 --> 00:17:43,110
NEXT SLIDE PLEASE.

482
00:17:43,110 --> 00:17:45,946
AND YOU CAN TAP ONE MORE TIME.

483
00:17:45,946 --> 00:17:46,747
THANK YOU.

484
00:17:46,747 --> 00:17:50,551
AND SO FOR OUR GOAL 1 -- OH, I

485
00:17:50,551 --> 00:17:51,885
THINK THAT JUMPED AHEAD.

486
00:17:51,885 --> 00:17:53,620
CAN WE GO BACK?

487
00:17:53,620 --> 00:17:54,922
WE'RE IN GOAL 2.

488
00:17:54,922 --> 00:17:55,622
THANK YOU.

489
00:17:55,622 --> 00:17:56,890
YES, THANK YOU.

490
00:17:56,890 --> 00:18:00,828
SO, FOR GOAL 1 WE HAVE ABOUT 13

491
00:18:00,828 --> 00:18:02,596
DYADS TO DATE, ANOTHER 4 THAT

492
00:18:02,596 --> 00:18:03,597
JUST AGREED.

493
00:18:03,597 --> 00:18:05,466
SLOWLY BUT SURELY WE'RE MOVING

494
00:18:05,466 --> 00:18:08,302
TOWARD THE GOAL OF 45 PAIRS.

495
00:18:08,302 --> 00:18:11,472
22 MONTHS IN AGE LATE TALKERS,

496
00:18:11,472 --> 00:18:12,339
TYPICALLY DEVELOPING PEER,

497
00:18:12,339 --> 00:18:14,641
PRESCHOOLERS FOR GOAL 1

498
00:18:14,641 --> 00:18:15,976
COMPLETED ONE DIFFUSION IMAGING

499
00:18:15,976 --> 00:18:19,880
SESSION AS PART OF A 15-MINUTE

500
00:18:19,880 --> 00:18:21,882
PROTOCOL, SLEEP OR AWAKE.

501
00:18:21,882 --> 00:18:24,084
AND THEIR PARENTS COMPLETED

502
00:18:24,084 --> 00:18:29,790
INTERVIEWS ABOUT THEIR TALKING,

503
00:18:29,790 --> 00:18:32,626
USING TOOLS MacARTHUR BATES,

504
00:18:32,626 --> 00:18:34,361
QUESTIONS ABOUT GRAMMAR, VOCAB,

505
00:18:34,361 --> 00:18:35,062
FUNCTIONAL COMMUNICATION.

506
00:18:35,062 --> 00:18:38,198
WE ASKED PARENTS A QUESTION TO

507
00:18:38,198 --> 00:18:39,199
GATHER INSIGHTS INTO CONCERNS

508
00:18:39,199 --> 00:18:40,167
ABOUT TALKING.

509
00:18:40,167 --> 00:18:43,137
YOU CAN SEE OUR COMPLETION

510
00:18:43,137 --> 00:18:43,470
RATES.

511
00:18:43,470 --> 00:18:45,105
NEXT SLIDE PLEASE.

512
00:18:45,105 --> 00:18:47,641
SO, FOR GOAL 2, WE APPLIED A

513
00:18:47,641 --> 00:18:50,778
PRAGMATIC DESIGN, ABLE TO TAKE

514
00:18:50,778 --> 00:18:52,413
ADVANTAGE OF AN EXISTING

515
00:18:52,413 --> 00:18:53,647
WAITLIST OF PRESCHOOLERS,

516
00:18:53,647 --> 00:18:54,882
ONTARIO PRESCHOOL SPEECH AND

517
00:18:54,882 --> 00:18:55,315
LANGUAGE INITIATIVE.

518
00:18:55,315 --> 00:18:58,118
WE HAD A GROUP OF CHILDREN

519
00:18:58,118 --> 00:18:59,420
AWAITING TREATMENT, AND BUT WHAT

520
00:18:59,420 --> 00:19:00,988
THEY GOT WHILE WAITING WAS MORE

521
00:19:00,988 --> 00:19:03,057
OF A GENERAL SUGGESTION GROUP.

522
00:19:03,057 --> 00:19:04,825
AND THEN OUR EXPERIMENTAL GROUP

523
00:19:04,825 --> 00:19:05,793
HAD MORE INTENTIONAL TREATMENT

524
00:19:05,793 --> 00:19:08,328
AS PART OF COMMUNITY EFFORTS,

525
00:19:08,328 --> 00:19:13,667
WHETHER IT'S PARENT AND TOT, ONE

526
00:19:13,667 --> 00:19:16,837
ON ONE, GROUP LEARNING.

527
00:19:16,837 --> 00:19:17,404
INTERVENTION WAS SANDWICHED

528
00:19:17,404 --> 00:19:22,743
BETWEEN PRE AND POST OVER A SIX

529
00:19:22,743 --> 00:19:24,178
WEEK PERIOD AND A SIX WEEK

530
00:19:24,178 --> 00:19:24,411
BREAK.

531
00:19:24,411 --> 00:19:26,146
YOU CAN SEE OUR COMPLETION RATES

532
00:19:26,146 --> 00:19:27,214
AT THE TOP RIGHT-HAND CORNER OF

533
00:19:27,214 --> 00:19:29,450
THE SCREEN.

534
00:19:29,450 --> 00:19:30,317
NEXT SLIDE PLEASE.

535
00:19:30,317 --> 00:19:33,620
SO IN TERMS OF WHAT WE HAVE

536
00:19:33,620 --> 00:19:35,255
FOUND FOR GOAL 1, JUST ONE POINT

537
00:19:35,255 --> 00:19:38,659
IN TIME, WE DO HAVE SOME SUPPORT

538
00:19:38,659 --> 00:19:40,627
FOR OUR HYPOTHESIS RELATED TO

539
00:19:40,627 --> 00:19:41,562
PROCEDURAL LEARNING NETWORK.

540
00:19:41,562 --> 00:19:44,264
SO WITHIN THE AREA OF THE MEMORY

541
00:19:44,264 --> 00:19:46,100
THAT RELATES TO THE KNOW-HOW WE

542
00:19:46,100 --> 00:19:48,202
DID FIND THERE WERE DIFFERENCES

543
00:19:48,202 --> 00:19:50,170
BETWEEN TYPICALLY DEVELOPING

544
00:19:50,170 --> 00:19:51,472
CHILDREN AND THEIR LATE-TALKING

545
00:19:51,472 --> 00:19:55,409
PEERS, WHICH IS IN KEEPING WITH

546
00:19:55,409 --> 00:19:56,944
OUR HYPOTHESIS, BOTH

547
00:19:56,944 --> 00:19:57,811
LATE-TALKING GROUPS PERFORMED

548
00:19:57,811 --> 00:19:58,846
SIMILARLY.

549
00:19:58,846 --> 00:20:00,013
ONE MORE TAP PLEASE.

550
00:20:00,013 --> 00:20:01,882
IN TERMS OF QUALITATIVE

551
00:20:01,882 --> 00:20:05,052
FINDINGS, PARENTS OF CHILDREN

552
00:20:05,052 --> 00:20:06,587
WHO ARE LATE TALKERS, THEMES

553
00:20:06,587 --> 00:20:08,989
GENERATED MORE USE OF GESTURES

554
00:20:08,989 --> 00:20:11,091
VERSUS MORE USE OF WORDS FOR

555
00:20:11,091 --> 00:20:12,626
TYPICALLY DEVELOPING PEERS.

556
00:20:12,626 --> 00:20:14,261
IN TERMS OF CONCERNS,

557
00:20:14,261 --> 00:20:16,230
INTERESTING WE FOUND TYPICALLY

558
00:20:16,230 --> 00:20:17,197
DEVELOPING PARENTS COMPARED

559
00:20:17,197 --> 00:20:18,966
CHILDREN TO THEIR SIBLINGS OR

560
00:20:18,966 --> 00:20:20,067
OTHER FAMILY MEMBERS TO

561
00:20:20,067 --> 00:20:22,069
DETERMINE WHETHER OR NOT THEY

562
00:20:22,069 --> 00:20:24,037
WERE CONCERNED ABOUT TALKING,

563
00:20:24,037 --> 00:20:24,905
LATE-TALKING PARENTS COMPARED

564
00:20:24,905 --> 00:20:26,006
CHILDREN TO MILESTONES WHERE

565
00:20:26,006 --> 00:20:28,742
THEY EXPECTED THEIR CHILDREN TO

566
00:20:28,742 --> 00:20:29,643
BE.

567
00:20:29,643 --> 00:20:32,579
BEHAVIORALLY IN LINE WHAT WE

568
00:20:32,579 --> 00:20:34,014
THOUGHT, LATE-TALKING CHILDREN

569
00:20:34,014 --> 00:20:36,550
PERFORMED LESS IN NUMBER OF

570
00:20:36,550 --> 00:20:38,619
WORDS, FORMS OF WORDS, COMPARED

571
00:20:38,619 --> 00:20:39,386
TO PEERS.

572
00:20:39,386 --> 00:20:41,688
FOR GOAL 2, WE HAVE SOME

573
00:20:41,688 --> 00:20:42,556
PRELIMINARY SUPPORT FOR OUR

574
00:20:42,556 --> 00:20:44,091
HYPOTHESIS THAT THERE ARE

575
00:20:44,091 --> 00:20:45,392
CONNECTIVITY DIFFERENCES IN

576
00:20:45,392 --> 00:20:47,494
FAVOR OF OUR EXPERIMENTAL GROUP,

577
00:20:47,494 --> 00:20:49,997
SO LATE TALKERS WHO RECEIVED

578
00:20:49,997 --> 00:20:50,564
INTERVENTION SHOWED GREATER

579
00:20:50,564 --> 00:20:55,569
CONNECTIVITY THAN THOSE IN OUR

580
00:20:55,569 --> 00:20:56,370
WAITLIST GROUP.

581
00:20:56,370 --> 00:20:57,971
QUALITATIVE PARENTS OF LATE

582
00:20:57,971 --> 00:21:00,374
TALKERS ACTUALLY TALKED MORE

583
00:21:00,374 --> 00:21:01,708
ABOUT GROWTH VERSUS TYPICALLY

584
00:21:01,708 --> 00:21:03,877
DEVELOPING PARENTS TALK MORE

585
00:21:03,877 --> 00:21:06,280
ABOUT PROGRESSING ENJOYMENT IN

586
00:21:06,280 --> 00:21:06,747
COMMUNICATION.

587
00:21:06,747 --> 00:21:07,581
WHEREAS BOTH GROUPS REGARDLESS

588
00:21:07,581 --> 00:21:11,451
OF WHICH GROUP THEY WERE

589
00:21:11,451 --> 00:21:13,754
DEMONSTRATED CONCERNS ABOUT

590
00:21:13,754 --> 00:21:14,354
MISARTICULATION, 22-MONTH-OLDS

591
00:21:14,354 --> 00:21:15,589
ON AVERAGE, NOT SURPRISING.

592
00:21:15,589 --> 00:21:16,256
ONE MORE TAP.

593
00:21:16,256 --> 00:21:17,457
NEXT SLIDE PLEASE.

594
00:21:17,457 --> 00:21:23,597
SO WHAT WE HAVE FOUND IS THAT

595
00:21:23,597 --> 00:21:27,434
OVER A 12 WEEK APPEARED, 31%

596
00:21:27,434 --> 00:21:29,269
INCREASE IN NUMBER OF WORDS IN

597
00:21:29,269 --> 00:21:30,604
THE WAITLIST GROUP WHILE

598
00:21:30,604 --> 00:21:32,472
RECEIVING ONE TO TWO GROUP

599
00:21:32,472 --> 00:21:33,140
SESSIONS.

600
00:21:33,140 --> 00:21:34,341
FOR OUR EXPERIMENTAL GROUP,

601
00:21:34,341 --> 00:21:37,077
THERE WAS A 50% INCREASE IN WORD

602
00:21:37,077 --> 00:21:39,680
FORMS, SO THERE WAS MORE

603
00:21:39,680 --> 00:21:40,581
COMPLEXITY OBSERVED IN WHAT THEY

604
00:21:40,581 --> 00:21:42,549
WERE ABLE TO PRODUCE.

605
00:21:42,549 --> 00:21:45,285
SO PRELIMINARILY WE DO HAVE SOME

606
00:21:45,285 --> 00:21:47,287
SUPPORT TO EXTEND PROCEDURAL

607
00:21:47,287 --> 00:21:48,455
CIRCUIT DEFICIT HYPOTHESIS

608
00:21:48,455 --> 00:21:51,625
DOWNSTREAM TO LATE TALKERS TO

609
00:21:51,625 --> 00:21:53,493
UNDERSTAND THEIR LANGUAGE USE IN

610
00:21:53,493 --> 00:21:55,696
TERMS OF MECHANISTIC AS WELL AS

611
00:21:55,696 --> 00:21:57,965
ABILITY TO LEARN NEW WORDS AND

612
00:21:57,965 --> 00:21:59,066
COMMUNICATION OVER TIME.

613
00:21:59,066 --> 00:21:59,833
NEXT SLIDE.

614
00:21:59,833 --> 00:22:03,003
THANK YOU VERY MUCH.

615
00:22:03,003 --> 00:22:04,771
>> ALL RIGHT.

616
00:22:04,771 --> 00:22:05,739
THANKS, KARLA.

617
00:22:05,739 --> 00:22:08,909
NEXT SLIDE FOR OUR INTRO.

618
00:22:08,909 --> 00:22:10,110
NEXT SPEAKER IS MARY ALT,

619
00:22:10,110 --> 00:22:12,779
UNIVERSITY OF ARIZONA.

620
00:22:12,779 --> 00:22:14,414
OUTCOMES FOR GROWNUP LATE

621
00:22:14,414 --> 00:22:14,848
TALKERS.

622
00:22:14,848 --> 00:22:15,415
GO AHEAD, MARY.

623
00:22:15,415 --> 00:22:17,918
>> THANK YOU SO MUCH FOR
HAVING

624
00:22:17,918 --> 00:22:18,151
ME.

625
00:22:18,151 --> 00:22:20,020
I'M HONORED TO SPEAK ON BEHALF

626
00:22:20,020 --> 00:22:22,322
OF OUR TEAM, SEVERAL OF WHOM ARE

627
00:22:22,322 --> 00:22:26,026
ON THE WEBINAR HERE TODAY.

628
00:22:26,026 --> 00:22:27,427
AND JUST EXCITED TO SEE SO MANY

629
00:22:27,427 --> 00:22:32,699
PEOPLE IN THIS SPACE.

630
00:22:32,699 --> 00:22:38,305
NEXT SLIDE PLEASEMENT WE HAVE A

631
00:22:38,305 --> 00:22:40,941
PARENT PROJECT CALLED VAULT,

632
00:22:40,941 --> 00:22:42,376
WHICH IS AN INTERVENTION

633
00:22:42,376 --> 00:22:44,211
DESIGNED ON PRINCIPLES OF

634
00:22:44,211 --> 00:22:46,313
STATISTICAL LEARNING THAT WE

635
00:22:46,313 --> 00:22:51,351
PROVIDE TO KIND OF, IF YOU WILL,

636
00:22:51,351 --> 00:22:52,252
TRADITIONAL LATE TALKERS, AND

637
00:22:52,252 --> 00:22:54,221
WHAT WE'VE BEEN DOING WITH THIS

638
00:22:54,221 --> 00:22:57,090
PROJECT IS WE'VE BEEN FOLLOWING

639
00:22:57,090 --> 00:22:59,626
UP WITH OUR FORMER PARTICIPANTS

640
00:22:59,626 --> 00:23:03,330
FROM THE VAULT STUDY NOW

641
00:23:03,330 --> 00:23:05,432
PRESCHOOL AGE OR OLDER, UP TO

642
00:23:05,432 --> 00:23:07,034
10, TO SEE HOW THEY ARE DOING.

643
00:23:07,034 --> 00:23:08,702
TWO GOALS FOR THIS SECTION, THE

644
00:23:08,702 --> 00:23:10,771
FIRST ONE IS WE WANTED TO SEE

645
00:23:10,771 --> 00:23:14,174
HOW MANY OF THESE LATE TALKERS,

646
00:23:14,174 --> 00:23:16,343
FORMER LATE TALKERS, WOULD

647
00:23:16,343 --> 00:23:17,177
DEMONSTRATE SIGNS OF LANGUAGE

648
00:23:17,177 --> 00:23:22,382
IMPAIRMENT OR A CLEAR RISK FOR

649
00:23:22,382 --> 00:23:24,151
OTHER DIAGNOSES AFTER

650
00:23:24,151 --> 00:23:24,818
TODDLERHOOD.

651
00:23:24,818 --> 00:23:26,019
LITERATURE CURRENTLY SUGGESTS

652
00:23:26,019 --> 00:23:28,989
THAT ABOUT 10 TO 20% OF TODDLERS

653
00:23:28,989 --> 00:23:32,693
GROW UP TO HAVE A DISORDER.

654
00:23:32,693 --> 00:23:39,833
AND THIS KIND OF FEEDS THAT

655
00:23:39,833 --> 00:23:42,436
WELL, LET'S JUST WAIT ATTITUDE

656
00:23:42,436 --> 00:23:43,637
THAT HAPPENS OUT THERE.

657
00:23:43,637 --> 00:23:45,605
WE WERE INTERESTED IN LOOKING AT

658
00:23:45,605 --> 00:23:46,373
STRENGTHS AND CHALLENGES

659
00:23:46,373 --> 00:23:49,676
RELATIVE TO A WIDE RANGE OF

660
00:23:49,676 --> 00:23:51,745
THINGS, INCLUDING SPEECH,

661
00:23:51,745 --> 00:23:52,746
LANGUAGE, LITERACY, COGNITIVE

662
00:23:52,746 --> 00:23:52,979
SKILLS.

663
00:23:52,979 --> 00:23:55,349
AND AS WE WERE LOOKING AT

664
00:23:55,349 --> 00:23:56,750
LITERATURE WE DIDN'T SEE A LOT

665
00:23:56,750 --> 00:23:58,552
OF THIS IN THE SAME GROUP OF

666
00:23:58,552 --> 00:23:59,186
CHILDREN.

667
00:23:59,186 --> 00:24:01,154
SO WE WERE CURIOUS JUST TO SEE

668
00:24:01,154 --> 00:24:05,125
WHAT THAT LOOKED LIKE.

669
00:24:05,125 --> 00:24:07,227
NEXT SLIDE PLEASE.

670
00:24:07,227 --> 00:24:09,696
SO FAR WE'VE COLLECTED AND

671
00:24:09,696 --> 00:24:11,331
ANALYZED DATA FOR 47 CHILDREN

672
00:24:11,331 --> 00:24:13,200
OUT OF 67 CANDIDATES, GETTING

673
00:24:13,200 --> 00:24:13,834
READY TO DISSEMINATE.

674
00:24:13,834 --> 00:24:16,002
I THOUGHT IT WAS IMPORTANT TO

675
00:24:16,002 --> 00:24:17,437
SHARE REPRESENTATIVENESS OF THAT

676
00:24:17,437 --> 00:24:17,671
SAMPLE.

677
00:24:17,671 --> 00:24:22,008
IF WE'RE GOING TO TALK ABOUT HOW

678
00:24:22,008 --> 00:24:22,909
MANY KIDS CONTINUE, WE WANT TO

679
00:24:22,909 --> 00:24:24,444
SEE IF THERE'S A SKEW.

680
00:24:24,444 --> 00:24:29,015
YOU CAN SEE THE RATIOS ARE

681
00:24:29,015 --> 00:24:31,017
PRETTY RELATIVELY EVEN ACROSS

682
00:24:31,017 --> 00:24:32,853
THOSE CHILDREN WHO -- THOSE

683
00:24:32,853 --> 00:24:34,488
FAMILIES WHO DECIDED TO ENROLL

684
00:24:34,488 --> 00:24:36,556
IN OUR FOLLOW-UP TALK STUDY AND

685
00:24:36,556 --> 00:24:39,526
THOSE WHO DECLINED.

686
00:24:39,526 --> 00:24:43,563
AND ANOTHER THING I'LL THROW OUT

687
00:24:43,563 --> 00:24:45,432
THERE, IN TERMS OF PERCENTAGE OF

688
00:24:45,432 --> 00:24:47,534
CHILDREN WHO RESPONDED TO OUR

689
00:24:47,534 --> 00:24:49,503
INTERVENTION, THAT WAS ABOUT THE

690
00:24:49,503 --> 00:24:51,271
SAME ACROSS GROUPS TOO, ABOUT

691
00:24:51,271 --> 00:24:55,942
70% OF KIDS WHO HAD ENROLLED

692
00:24:55,942 --> 00:24:57,110
WERE CONSIDERED RESPONDED, 60%

693
00:24:57,110 --> 00:24:57,778
WHO DECLINED.

694
00:24:57,778 --> 00:24:59,246
WE WERE PLEASED TO SEE WE DIDN'T

695
00:24:59,246 --> 00:25:03,950
HAVE A HUGE SKEW THAT WAY.

696
00:25:03,950 --> 00:25:05,285
NEXT SLIDE PLEASE.

697
00:25:05,285 --> 00:25:06,186
PRELIMINARY FINDINGS WERE

698
00:25:06,186 --> 00:25:07,587
DIFFERENT FROM THE LITERATURE.

699
00:25:07,587 --> 00:25:11,625
WE FOUND ABOUT HALF OF THE KIDS

700
00:25:11,625 --> 00:25:14,361
THAT WE TESTED, TESTED AS

701
00:25:14,361 --> 00:25:16,563
DISORDERED, USING TESTS WITH

702
00:25:16,563 --> 00:25:17,998
STRONG PSYCHOMETRIC PROPERTIES

703
00:25:17,998 --> 00:25:20,066
TO DIAGNOSE LANGUAGE DISORDERS.

704
00:25:20,066 --> 00:25:22,469
FOR THE YOUNGER CHILDREN, THOSE

705
00:25:22,469 --> 00:25:29,476
WHO WERE AGES 3 TO 5 YEARS AND 1

706
00:25:29,476 --> 00:25:31,778
MONTHS USED A SPELT-P2, AND FOR

707
00:25:31,778 --> 00:25:35,615
OTHERRER CHILDREN WE USED THE

708
00:25:35,615 --> 00:25:36,116
TILLS.

709
00:25:36,116 --> 00:25:37,584
WE HAD MORE CHILDREN DISORDERED

710
00:25:37,584 --> 00:25:41,188
IN OUR OLDER GROUP THAN IN OUR

711
00:25:41,188 --> 00:25:42,589
YOUNGER GROUP.

712
00:25:42,589 --> 00:25:44,491
OF THE THREE CHILDREN WHO COULD

713
00:25:44,491 --> 00:25:47,260
NOT TEST, TWO WERE CONSIDERED AT

714
00:25:47,260 --> 00:25:49,429
RISK BECAUSE THEY HAD PROFOUND

715
00:25:49,429 --> 00:25:51,364
SPEECH ISSUES THAT LED TO OUR

716
00:25:51,364 --> 00:25:53,467
NOT BEING ABLE TO COMPLETE THE

717
00:25:53,467 --> 00:25:54,734
LANGUAGE TESTING WITH THEM, AND

718
00:25:54,734 --> 00:25:56,837
ONE WE REALLY DON'T KNOW.

719
00:25:56,837 --> 00:25:59,506
THEY WERE NOT HAVING US, THAT'S

720
00:25:59,506 --> 00:26:01,675
THEIR RIGHT.

721
00:26:01,675 --> 00:26:02,242
NEXT SLIDE PLEASE.

722
00:26:02,242 --> 00:26:04,511
IN TERMS OF SOME OF OUR OTHER

723
00:26:04,511 --> 00:26:06,613
DESCRIPTIVE FINDINGS FROM THIS

724
00:26:06,613 --> 00:26:09,015
POINT WE LOOKED AT THE GROUP OF

725
00:26:09,015 --> 00:26:09,883
CHILDREN TESTING AS IMPAIRED

726
00:26:09,883 --> 00:26:11,117
COMPARED TO THE GROUP OF

727
00:26:11,117 --> 00:26:14,154
CHILDREN WHO WERE NOT TESTING AS

728
00:26:14,154 --> 00:26:14,421
IMPAIRED.

729
00:26:14,421 --> 00:26:17,157
AND THOSE WHO WERE IMPAIRED WERE

730
00:26:17,157 --> 00:26:20,727
NOTABLY LOWER THAN THEIR PEERS,

731
00:26:20,727 --> 00:26:22,295
ON READING AND LITERACY TASKS,

732
00:26:22,295 --> 00:26:23,129
ESPECIALLY SPELLING.

733
00:26:23,129 --> 00:26:24,664
OF COURSE, THAT'S GOING TO GEAR

734
00:26:24,664 --> 00:26:27,534
TOWARDS THE OLDER CHILDREN.

735
00:26:27,534 --> 00:26:29,836
WE WEREN'T ASKING 3-YEAR-OLDS TO

736
00:26:29,836 --> 00:26:30,136
SPELL.

737
00:26:30,136 --> 00:26:32,439
FOR LANGUAGE SAMPLE ANALYSIS WE

738
00:26:32,439 --> 00:26:34,541
SAW THEY HAD DECREASED SCORES OR

739
00:26:34,541 --> 00:26:38,812
MEASURES RELATED TO SYNTAX LIKE

740
00:26:38,812 --> 00:26:41,448
NUMBER OF VERBS, SUBORDINATE

741
00:26:41,448 --> 00:26:44,618
INDEX, AS WELL AS VERBAL

742
00:26:44,618 --> 00:26:44,851
FLUENCY.

743
00:26:44,851 --> 00:26:47,587
THEY WERE LOWER IN TERMS OF

744
00:26:47,587 --> 00:26:48,889
STATIC VOCABULARY MEASURES,

745
00:26:48,889 --> 00:26:50,090
ESPECIALLY EXPRESSIVE MEASURES.

746
00:26:50,090 --> 00:26:53,059
AND THEIR SPEECH SCORES WERE

747
00:26:53,059 --> 00:26:53,260
LOWER.

748
00:26:53,260 --> 00:26:55,228
THEY DID SHOW RELATIVE STRENGTH,

749
00:26:55,228 --> 00:26:58,064
MEANING THERE WAS NO DIFFERENCE

750
00:26:58,064 --> 00:26:59,399
BETWEEN THE GROUPS IN VOCABULARY

751
00:26:59,399 --> 00:27:02,035
IN TERMS OF NUMBER OF DIFFERENT

752
00:27:02,035 --> 00:27:03,770
WORDS ON THE LANGUAGE SAMPLE

753
00:27:03,770 --> 00:27:05,739
ANALYSIS, AND IN TERMS OF ALL

754
00:27:05,739 --> 00:27:06,907
THE COGNITIVE MEASURES THAT WE

755
00:27:06,907 --> 00:27:08,041
LOOKED AT.

756
00:27:08,041 --> 00:27:09,142
NEXT SLIDE PLEASE.

757
00:27:09,142 --> 00:27:11,878
SO WE'VE GOT OTHER THINGS GOING

758
00:27:11,878 --> 00:27:12,979
ON WITH THIS.

759
00:27:12,979 --> 00:27:16,049
AND WE'LL BE SHARING OUR DATA ON

760
00:27:16,049 --> 00:27:17,918
LD BASE COMING UP VERY SHORTLY

761
00:27:17,918 --> 00:27:22,122
SO PLEASE CONTACT US IF YOU'RE

762
00:27:22,122 --> 00:27:24,791
INTERESTED.

763
00:27:24,791 --> 00:27:26,760
>> THANKS SO MUCH, MARY.

764
00:27:26,760 --> 00:27:30,597
NEXT SLIDE FOR OUR FINAL

765
00:27:30,597 --> 00:27:31,197
SPEAKER.

766
00:27:31,197 --> 00:27:32,799
NAOMI CASELLI FROM BOSTON

767
00:27:32,799 --> 00:27:35,969
UNIVERSITY, DEVELOPING PROFILES

768
00:27:35,969 --> 00:27:38,738
OF LATE SIGNERS.

769
00:27:38,738 --> 00:27:41,908
>> THANK YOU.

770
00:27:41,908 --> 00:27:44,210
IN RESEARCH WE OFTEN TALK ABOUT

771
00:27:44,210 --> 00:27:46,947
LATE SIGNING BUT WE USUALLY NAME

772
00:27:46,947 --> 00:27:50,984
SOMETHING DIFFERENT.

773
00:27:50,984 --> 00:27:52,385
WE'RE THINKING OFTEN ABOUT KIDS

774
00:27:52,385 --> 00:27:55,121
WHO HAVE LIMITED ACCESS TO SIGN

775
00:27:55,121 --> 00:27:56,356
LANGUAGE ROLE MODELS SO

776
00:27:56,356 --> 00:27:59,192
ACQUISITION IS A BIT DELAYED.

777
00:27:59,192 --> 00:28:01,861
AND IN FACT BEING DEAF IS OFTEN

778
00:28:01,861 --> 00:28:03,697
AN EXCLUSIONARY CRITERIA TO BE

779
00:28:03,697 --> 00:28:04,931
CONSIDERED A LATE TALKER.

780
00:28:04,931 --> 00:28:08,535
AND SO WHAT WE WANTED TO DO IS

781
00:28:08,535 --> 00:28:13,340
THINK HERE ABOUT WHAT MIGHT --

782
00:28:13,340 --> 00:28:14,674
WHAT LANGUAGE LEARNING MIGHT

783
00:28:14,674 --> 00:28:16,176
LOOK LIKE AMONG CHILDREN WHO

784
00:28:16,176 --> 00:28:18,311
HAVE LOTS OF LANGUAGE INPUT BUT

785
00:28:18,311 --> 00:28:23,316
ARE STILL ON THE SLOWER SIDE TO

786
00:28:23,316 --> 00:28:23,783
ACQUIRE LANGUAGE.

787
00:28:23,783 --> 00:28:27,354
THAT'S IMPORTANT FOR A COUPLE

788
00:28:27,354 --> 00:28:27,721
REASONS.

789
00:28:27,721 --> 00:28:31,625
ONE, FOR IT'S KIDS THEMSELVES,

790
00:28:31,625 --> 00:28:33,593
FAMILIES ARE OFTEN LOOKING FOR

791
00:28:33,593 --> 00:28:38,431
WAYS OF SUPPORTING THEIR

792
00:28:38,431 --> 00:28:40,000
CHILDREN.

793
00:28:40,000 --> 00:28:42,268
IT'S IMPORTANT FOR OPPORTUNITIES

794
00:28:42,268 --> 00:28:43,269
FOR DEVELOPING THEORETICAL

795
00:28:43,269 --> 00:28:46,206
UNDERSTANDING OF WHAT'S GOING ON

796
00:28:46,206 --> 00:28:47,407
IN LATE TALKING BECAUSE WE CAN

797
00:28:47,407 --> 00:28:49,376
LOOK AT WHAT HAPPENS IN A

798
00:28:49,376 --> 00:28:50,477
DIFFERENT MODALITY AND SEE IF

799
00:28:50,477 --> 00:28:52,779
THE PATTERNS WE SEE ARE THE SAME

800
00:28:52,779 --> 00:28:54,648
OR AS IS THE CASE IN SPOKEN

801
00:28:54,648 --> 00:28:58,585
LANGUAGE OR IF IT'S DIFFERENT.

802
00:28:58,585 --> 00:29:01,321
SOME DEAF CHILDREN DO EXPERIENCE

803
00:29:01,321 --> 00:29:02,622
LANGUAGE DELAYS DESPITE EARLY

804
00:29:02,622 --> 00:29:04,157
ASL EXPOSURE.

805
00:29:04,157 --> 00:29:08,061
WE HAVE VERY LITTLE RESEARCH

806
00:29:08,061 --> 00:29:10,196
THESE KIDS BECAUSE WE DON'T HAVE

807
00:29:10,196 --> 00:29:11,698
GREAT ASSESSMENT TOOLS.

808
00:29:11,698 --> 00:29:13,366
WE HAVE SOME FOR SOME PARTS OF

809
00:29:13,366 --> 00:29:15,335
THE LANGUAGE, FOR SOME SUBSETS

810
00:29:15,335 --> 00:29:17,103
OF KIDS.

811
00:29:17,103 --> 00:29:18,471
BUT LANGUAGE ASSESSMENTS ARE A

812
00:29:18,471 --> 00:29:20,473
BIG BARRIER TO THIS WORK.

813
00:29:20,473 --> 00:29:24,944
SO OUR GOAL HERE WAS TO

814
00:29:24,944 --> 00:29:26,012
DEVELOP -- DOCUMENT LANGUAGE

815
00:29:26,012 --> 00:29:30,417
DEVELOPMENT TRAJECTORY OF LATE

816
00:29:30,417 --> 00:29:31,551
SIGNERS, ENTAILING ASSESSMENTS

817
00:29:31,551 --> 00:29:33,586
OF LANGUAGE SKILLS.

818
00:29:33,586 --> 00:29:35,655
WE WANTED TO EXAMINE THE

819
00:29:35,655 --> 00:29:39,926
COMPOSITION OF THEIR EARLY VOCAB

820
00:29:39,926 --> 00:29:41,561
LEISURES, USING ASL CDI,

821
00:29:41,561 --> 00:29:45,198
ADAPTATION WE MADE OF THE

822
00:29:45,198 --> 00:29:46,900
MacARTHUR-BATES CDI AND

823
00:29:46,900 --> 00:29:48,068
DEVELOPING LANGUAGE PROFILES OF

824
00:29:48,068 --> 00:29:49,602
LATE SIGNERS.

825
00:29:49,602 --> 00:29:52,672
NEXT SLIDE. 

826
00:29:52,672 --> 00:29:56,309
SO, SO FAR WE'VE DEVELOPED

827
00:29:56,309 --> 00:29:58,578
MOREPHO SYNTAX TEST TO BE USED

828
00:29:58,578 --> 00:30:01,414
WITH ELEMENTARY AGE CHILDREN.

829
00:30:01,414 --> 00:30:03,850
WE'VE BUILT A PROTOCOL FOR

830
00:30:03,850 --> 00:30:04,718
DEVELOPING SYNTAX, WORKING ON

831
00:30:04,718 --> 00:30:05,919
DATA COLLECTION NOW.

832
00:30:05,919 --> 00:30:09,422
WE'VE GOT ANALYSIS DONE OF THEIR

833
00:30:09,422 --> 00:30:10,390
EARLY VOCABULARY COMPOSITION

834
00:30:10,390 --> 00:30:11,825
WHICH I'LL SHARE A LITTLE BIT IN

835
00:30:11,825 --> 00:30:14,027
A SECOND.

836
00:30:14,027 --> 00:30:14,894
NEXT SLIDE.

837
00:30:14,894 --> 00:30:16,963
SO WHAT WE'RE SEEING SO FAR IS

838
00:30:16,963 --> 00:30:19,733
THE COMPOSITION OF LATE SIGNERS,

839
00:30:19,733 --> 00:30:22,802
EARLY VOCABULARIES, IS DIFFERENT

840
00:30:22,802 --> 00:30:25,538
THAN VOCABULARY-MATCHED OR

841
00:30:25,538 --> 00:30:27,407
AGE-MATCHED PEERS, LESS

842
00:30:27,407 --> 00:30:28,475
SENSITIVITIES TO ELECTRICAL

843
00:30:28,475 --> 00:30:29,809
PROPERTIES WE KNOW TYPICALLY

844
00:30:29,809 --> 00:30:30,810
DEVELOPING SIGNERS ARE QUITE

845
00:30:30,810 --> 00:30:34,214
SENSITIVE TO SO THE TWO WE'VE

846
00:30:34,214 --> 00:30:37,717
LOOKED AT HERE ARE SIGN

847
00:30:37,717 --> 00:30:40,653
FREQUENCY AND HOW MUCH THE SIGN

848
00:30:40,653 --> 00:30:41,988
RESEMBLES ITS MEANING, HOW MUCH

849
00:30:41,988 --> 00:30:44,023
THE SIGN FORM LOOKS LIKE ITS

850
00:30:44,023 --> 00:30:45,291
MEANING, WHICH IS A LITTLE BIT

851
00:30:45,291 --> 00:30:47,894
DIFFERENT THAN WHAT WE SEE IN

852
00:30:47,894 --> 00:30:48,661
SPOKEN LANGUAGE.

853
00:30:48,661 --> 00:30:49,863
WE'RE WORKING TO SORT OUT WHY

854
00:30:49,863 --> 00:30:50,630
THAT MIGHT BE.

855
00:30:50,630 --> 00:30:52,832
IS IT THAT WE'RE SEEING A

856
00:30:52,832 --> 00:30:55,468
MODALITY DIFFERENCE OR IS IT

857
00:30:55,468 --> 00:30:56,770
THAT THERE ARE MEASUREMENT

858
00:30:56,770 --> 00:30:58,938
THINGS GOING ON, FIGURING OUT

859
00:30:58,938 --> 00:31:03,476
HOW TO MEASURE SOME OF THESE

860
00:31:03,476 --> 00:31:05,979
PROPERTIES SO WE'RE TRYING TO

861
00:31:05,979 --> 00:31:08,948
CHASE DOWN THOSE RIGHT NOW.

862
00:31:08,948 --> 00:31:10,917
NEXT SLIDE.

863
00:31:10,917 --> 00:31:11,251
RIGHT.

864
00:31:11,251 --> 00:31:13,453
SO, ONE OF THE THINGS WE'VE BEEN

865
00:31:13,453 --> 00:31:16,289
THINKING A LOT ABOUT IS HOW WE

866
00:31:16,289 --> 00:31:18,691
TRANSLATE THIS RESEARCH INTO

867
00:31:18,691 --> 00:31:19,292
PRACTICE.

868
00:31:19,292 --> 00:31:28,868
SO DEAF KIDS ARE GEOGRAPHICALLY

869
00:31:28,868 --> 00:31:29,636
DISPERSED, IT HAPPENS WELL

870
00:31:29,636 --> 00:31:31,771
ONLINE SO WE'VE BEEN WORKING

871
00:31:31,771 --> 00:31:33,740
HARD ON HOW TO DO, THAT HOW DO

872
00:31:33,740 --> 00:31:35,375
WE GET INFORMATION INTO

873
00:31:35,375 --> 00:31:40,079
FAMILIES' HANDS AND INTO

874
00:31:40,079 --> 00:31:41,481
PRACTITIONERS' HANDS SO FOLKS

875
00:31:41,481 --> 00:31:44,384
HAVE ACCESS TO RESEARCH FINDINGS

876
00:31:44,384 --> 00:31:48,087
AND PROFESSIONAL DEVELOPMENT. 

877
00:31:48,087 --> 00:31:49,422
OFTEN THAT MEANS TRANSLATIONAL

878
00:31:49,422 --> 00:31:50,523
RESEARCH IN BOTH SENSES OF THE

879
00:31:50,523 --> 00:31:53,459
WORD, IN TERMS OF TRYING TO MAKE

880
00:31:53,459 --> 00:31:57,397
THE RESEARCH ACCESSIBLE, AND

881
00:31:57,397 --> 00:32:04,871
MAKING IT ACCESSIBLE IN SIGN

882
00:32:04,871 --> 00:32:06,840
LANGUAGE, HOW TO DISSEMINATE

883
00:32:06,840 --> 00:32:08,141
THIS WORK.

884
00:32:08,141 --> 00:32:11,444
THE REALLY HUGE CRITICAL PIECE

885
00:32:11,444 --> 00:32:14,314
MISS HEARING IS LANGUAGE

886
00:32:14,314 --> 00:32:15,048
ASSESSMENTS.

887
00:32:15,048 --> 00:32:17,183
THAT'S A BARRIER FOR RESEARCH

888
00:32:17,183 --> 00:32:17,483
PROGRESS.

889
00:32:17,483 --> 00:32:22,188
IT'S ALSO A REALLY BIG BARRIER

890
00:32:22,188 --> 00:32:23,923
FOR CLINICIANS AND EDUCATORS

891
00:32:23,923 --> 00:32:26,025
BECAUSE THERE AREN'T GREAT TOOLS

892
00:32:26,025 --> 00:32:28,194
FOR FIGURING OUT WHERE A CHILD

893
00:32:28,194 --> 00:32:30,530
IS, WITH RESPECT TO THEIR SORT

894
00:32:30,530 --> 00:32:31,297
OF LANGUAGE ACQUISITION

895
00:32:31,297 --> 00:32:35,335
MILESTONES IF WE DON'T HAVE

896
00:32:35,335 --> 00:32:36,636
GREAT ASSESSMENT FOR SKILLS AND

897
00:32:36,636 --> 00:32:37,971
AGES, THAT'S AN AREA WHERE WE'RE

898
00:32:37,971 --> 00:32:41,140
SPENDING A LOT OF OUR ENERGY

899
00:32:41,140 --> 00:32:42,909
THINKING ABOUT RIGHT NOW.

900
00:32:42,909 --> 00:32:44,010
>> THANKS SO MUCH, NAOMI.

901
00:32:44,010 --> 00:32:45,712
WE CAN TAKE THE SLIDES DOWN NOW.

902
00:32:45,712 --> 00:32:48,147
WE HAVE A FEW MINUTES FOR SOME

903
00:32:48,147 --> 00:32:49,148
LIVE QUESTIONS.

904
00:32:49,148 --> 00:32:51,551
I SEE PEOPLE HAVE BEEN ACTIVE IN

905
00:32:51,551 --> 00:32:52,218
THE Q&A.

906
00:32:52,218 --> 00:32:53,720
THEY ARE ANSWERING QUESTIONS.

907
00:32:53,720 --> 00:32:58,091
I HAVE A QUESTION I'D LIKE TO

908
00:32:58,091 --> 00:32:59,225
DIRECT TO MICHAEL SILLER.

909
00:32:59,225 --> 00:33:02,295
A NUMBER OF TALK INITIATIVES

910
00:33:02,295 --> 00:33:03,096
ENCOURAGE A COMMUNITY-ENGAGED

911
00:33:03,096 --> 00:33:03,696
RESEARCH APPROACH.

912
00:33:03,696 --> 00:33:04,998
WHICH YOU USED.

913
00:33:04,998 --> 00:33:06,866
SO I WONDER IF YOU COULD TALK A

914
00:33:06,866 --> 00:33:09,502
LITTLE BIT ABOUT HOW YOU FOUND

915
00:33:09,502 --> 00:33:11,571
YOUR PARTNERS, HOW THAT

916
00:33:11,571 --> 00:33:13,373
RELATIONSHIP GOT STARTED, YOU

917
00:33:13,373 --> 00:33:21,114
KNOW, THAT TENDS TO BE A BARRIER

918
00:33:21,114 --> 00:33:21,881
FOR PEOPLE.

919
00:33:21,881 --> 00:33:24,918
>> IT WAS A BARRIER FOR ME
AS I

920
00:33:24,918 --> 00:33:26,419
JUST STARTED MY POSITION IN

921
00:33:26,419 --> 00:33:28,121
TEXAS RIGHT AROUND THE TIME WHEN

922
00:33:28,121 --> 00:33:29,956
THIS GRANT STARTED.

923
00:33:29,956 --> 00:33:33,459
SO I ESSENTIALLY BUILT VERY

924
00:33:33,459 --> 00:33:35,528
QUICKLY, LEVERAGED NETWORKS FROM

925
00:33:35,528 --> 00:33:37,497
COLLEAGUES, FROM THE COLLEGE OF

926
00:33:37,497 --> 00:33:42,001
EDUCATION, HAS LOTS OF TIES INTO

927
00:33:42,001 --> 00:33:46,072
THE SCHOOL DISTRICTS, LEADERSHIP

928
00:33:46,072 --> 00:33:47,507
AT THE STATE LEVEL.

929
00:33:47,507 --> 00:33:49,676
I THINK IT WAS REALLY JUST

930
00:33:49,676 --> 00:33:52,845
LEVERAGING, YOU KNOW, THE

931
00:33:52,845 --> 00:33:54,047
RESOURCES THAT COLLEAGUES HAD,

932
00:33:54,047 --> 00:33:56,916
BUILDING A COMMUNITY VERY

933
00:33:56,916 --> 00:33:57,150
QUICKLY.

934
00:33:57,150 --> 00:33:59,185
I THINK THE CHALLENGE FOR US WAS

935
00:33:59,185 --> 00:34:01,087
TO GET DIVERSITY OF THE

936
00:34:01,087 --> 00:34:02,388
STAKEHOLDERS SO WE WORKED VERY

937
00:34:02,388 --> 00:34:08,761
HARD TO MAKE SURE THAT WE HAD

938
00:34:08,761 --> 00:34:11,264
ESPECIALLY HISTORIC

939
00:34:11,264 --> 00:34:12,131
REPRESENTATIVES, REPRESENTATIVES

940
00:34:12,131 --> 00:34:13,333
FROM SCHOOL SYSTEMS, ALSO AT THE

941
00:34:13,333 --> 00:34:16,202
STATE LEVEL.

942
00:34:16,202 --> 00:34:17,937
>> YOU HAD A NICE MIX
THERE.

943
00:34:17,937 --> 00:34:21,107
THE NEXT QUESTION FOR MARY ALT,

944
00:34:21,107 --> 00:34:23,643
IF YOU COULD TALK ABOUT THAT

945
00:34:23,643 --> 00:34:25,712
DIFFERENCE IN YOUR FINDINGS IN

946
00:34:25,712 --> 00:34:28,681
TERMS OF LARGE PERCENTAGE OF

947
00:34:28,681 --> 00:34:30,717
CHILDREN WHO WERE IDENTIFIED AS

948
00:34:30,717 --> 00:34:33,586
HAVING DLD AT A LATER AGE THAN

949
00:34:33,586 --> 00:34:35,154
WHAT HAS TYPICALLY BEEN REPORTED

950
00:34:35,154 --> 00:34:35,655
IN LITERATURE.

951
00:34:35,655 --> 00:34:37,323
WHY DO YOU THINK THERE'S THAT

952
00:34:37,323 --> 00:34:43,329
DISCREPANCY FROM OUR PAST

953
00:34:43,329 --> 00:34:44,530
STUDIES VERSUS THE CURRENT ONE.

954
00:34:44,530 --> 00:34:45,932
>> THE REAL ANSWER IS I
DON'T

955
00:34:45,932 --> 00:34:46,599
KNOW.

956
00:34:46,599 --> 00:34:47,934
I'LL TELL YOU WHY I THINK THAT.

957
00:34:47,934 --> 00:34:53,406
I THINK A LOT HAS TO DO WITH

958
00:34:53,406 --> 00:34:55,608
INTEGRITY OF THE TESTS WE USE.

959
00:34:55,608 --> 00:34:58,344
WE INTENTIONALLY CHOSE TESTS

960
00:34:58,344 --> 00:35:03,616
THAT HAVE GOOD PSYCHOMETRICS FOR

961
00:35:03,616 --> 00:35:03,950
DIAGNOSTICS.

962
00:35:03,950 --> 00:35:04,817
AND HISTORICALLY WE HAVEN'T

963
00:35:04,817 --> 00:35:06,786
ALWAYS HAD THOSE AVAILABLE.

964
00:35:06,786 --> 00:35:08,121
THERE HAVE BEEN IMPROVEMENT OVER

965
00:35:08,121 --> 00:35:10,223
TIME WITH THE KINDS OF MEASURES

966
00:35:10,223 --> 00:35:11,958
THAT ARE AVAILABLE TO US.

967
00:35:11,958 --> 00:35:14,260
I ALSO THINK IT'S BECAUSE WE HAD

968
00:35:14,260 --> 00:35:15,495
A SOMEWHAT WIDER RANGE.

969
00:35:15,495 --> 00:35:19,632
ONE OF THE THINGS ABOUT THE

970
00:35:19,632 --> 00:35:23,002
TILLS WE USE, IT LOOKS AT ORAL

971
00:35:23,002 --> 00:35:25,038
LANGUAGE AND WRITTEN LANGUAGE.

972
00:35:25,038 --> 00:35:28,574
I THINK THAT SOME OF THESE

973
00:35:28,574 --> 00:35:30,009
CHILDREN, WHERE THE CHALLENGES

974
00:35:30,009 --> 00:35:35,281
THAT THEY ARE FACING MAY BE MORE

975
00:35:35,281 --> 00:35:38,418
IN, YOU KNOW, DEALING WITH

976
00:35:38,418 --> 00:35:40,520
PHONEMIC THINGS THAT POP UP IN

977
00:35:40,520 --> 00:35:42,822
SPELLING AND READING AND OTHER

978
00:35:42,822 --> 00:35:44,123
COMPONENTS, THAT MIGHT BE

979
00:35:44,123 --> 00:35:45,992
HEIGHTENED THERE.

980
00:35:45,992 --> 00:35:48,861
WE ALSO HAD KIDS WHO WE STARTED,

981
00:35:48,861 --> 00:35:50,830
YOU KNOW, IT WASN'T A

982
00:35:50,830 --> 00:35:56,936
RETROSPECTIVE STUDY SO I THINK

983
00:35:56,936 --> 00:35:57,603
SOMETIMES RETROSPECTIVELY,

984
00:35:57,603 --> 00:36:00,139
THINGS AREN'T -- WE WERE ABLE TO

985
00:36:00,139 --> 00:36:01,774
VERIFY OUR KIDS WERE LATE

986
00:36:01,774 --> 00:36:03,309
TALKERS, THESE ARE SOME REASONS

987
00:36:03,309 --> 00:36:03,976
POPPING UP.

988
00:36:03,976 --> 00:36:08,247
WHEN WE'VE SHARED THIS DATA OR

989
00:36:08,247 --> 00:36:10,783
THESE DATA WITH FOLKS, THE

990
00:36:10,783 --> 00:36:12,618
RESPONSE TYPICALLY IS THAT

991
00:36:12,618 --> 00:36:13,252
RESONATES.

992
00:36:13,252 --> 00:36:17,323
THE CROWD HERE MAY HAVE OTHER

993
00:36:17,323 --> 00:36:20,293
FEELINGS.

994
00:36:20,293 --> 00:36:22,495
BUT I THINK THAT -- I THINK

995
00:36:22,495 --> 00:36:23,696
CLINICALLY A LOT OF TIMES THAT'S

996
00:36:23,696 --> 00:36:26,532
WHAT IT MAY SEEM LIKE TO FOLKS.

997
00:36:26,532 --> 00:36:29,402
IT'S NOT JUST THAT, OH, YEAH,

998
00:36:29,402 --> 00:36:30,136
EVERYONE GETS BETTER.

999
00:36:30,136 --> 00:36:33,072
I THINK IT'S REALLY IMPORTANT TO

1000
00:36:33,072 --> 00:36:34,307
BE WATCHING THESE FOLKS AND

1001
00:36:34,307 --> 00:36:36,042
MAKING SURE THEY ARE GETTING THE

1002
00:36:36,042 --> 00:36:37,810
SUPPORT THEY NEED TO SUCCEED.

1003
00:36:37,810 --> 00:36:39,879
BUT I'M CURIOUS TO HEAR IF OTHER

1004
00:36:39,879 --> 00:36:46,686
PEOPLE HAVE OTHER IDEAS ABOUT

1005
00:36:46,686 --> 00:36:47,653
WHY IT MIGHT BE.

1006
00:36:47,653 --> 00:36:49,322
>> THAT'S ALL THE TIME WE
HAVE

1007
00:36:49,322 --> 00:36:50,490
FOR LIVE QUESTIONS.

1008
00:36:50,490 --> 00:36:52,825
IF WE COULD BRING UP THE SLIDE

1009
00:36:52,825 --> 00:36:55,461
FOR THE INTRODUCTION TO OUR

1010
00:36:55,461 --> 00:36:58,097
PANEL, WE'LL SWITCH GEARS NOW.

1011
00:36:58,097 --> 00:37:00,600
IF YOU HAVE QUESTIONS THOUGH FOR

1012
00:37:00,600 --> 00:37:01,934
OUR SPEAKERS, FLASH TALK

1013
00:37:01,934 --> 00:37:07,740
SPEAKERS, FEEL  FREE TO PUT THOE

1014
00:37:07,740 --> 00:37:11,544
IN THE  Q&A AND THEY WILL
ANSWER

1015
00:37:11,544 --> 00:37:12,945
AS THEY ARE ABLE TO.

1016
00:37:12,945 --> 00:37:14,514
I DON'T WANT TO OVERPROMISE WHAT

1017
00:37:14,514 --> 00:37:16,916
WE'RE GOING TO ACCOMPLISH IN

1018
00:37:16,916 --> 00:37:17,583
THIS PANEL.

1019
00:37:17,583 --> 00:37:19,652
I WANT TO CAREFULLY SAY THIS

1020
00:37:19,652 --> 00:37:25,324
PANEL IS GOING TO SCRATCH THE

1021
00:37:25,324 --> 00:37:28,127
SURFACE ON THE KNOW-DO GAP OR

1022
00:37:28,127 --> 00:37:33,065
RESEARCH TO PRACTICE GAP.

1023
00:37:33,065 --> 00:37:40,806
WE CREATE EVIDENCE-BASED

1024
00:37:40,806 --> 00:37:42,341
PRACTICES, EBIs OR EBPs BUT

1025
00:37:42,341 --> 00:37:48,648
RARELY DO THEY MAKE THEIR WAY

1026
00:37:48,648 --> 00:37:49,782
INTO EVERYDAY LIFE, CREATING A

1027
00:37:49,782 --> 00:37:50,116
GAP.

1028
00:37:50,116 --> 00:37:53,186
WE'RE GOING TO DO OUR BEST TO

1029
00:37:53,186 --> 00:37:55,388
GRAPPLE WITH THIS LONGSTANDING

1030
00:37:55,388 --> 00:37:56,589
AND COMPLEX PROBLEM AND THINK

1031
00:37:56,589 --> 00:37:58,558
THROUGH IF THERE ARE WAYS WE CAN

1032
00:37:58,558 --> 00:37:59,759
DO BETTER.

1033
00:37:59,759 --> 00:38:02,695
ARE THERE WAYS WE CAN SMOOTH OR

1034
00:38:02,695 --> 00:38:04,230
ACCELERATE THIS TRANSITION FROM

1035
00:38:04,230 --> 00:38:07,867
RESEARCH TO PRACTICE, AND TRY TO

1036
00:38:07,867 --> 00:38:09,502
NARROW OR ELIMINATE THIS KNOW-DO

1037
00:38:09,502 --> 00:38:11,571
GAP OR RESEARCH TO PRACTICE GAP.

1038
00:38:11,571 --> 00:38:13,206
I INVITE OUR PANELISTS TO TURN

1039
00:38:13,206 --> 00:38:18,578
ON CAMERAS AS I INTRODUCE THEM.

1040
00:38:18,578 --> 00:38:23,115
MARY ALT WILL JOIN US, DAN

1041
00:38:23,115 --> 00:38:24,650
BAGNER FROM FIU, AND KARLA

1042
00:38:24,650 --> 00:38:26,052
WASHINGTON FROM UNIVERSITY OF

1043
00:38:26,052 --> 00:38:29,689
TORONTO WILL BE JOINING US.

1044
00:38:29,689 --> 00:38:30,423
AND NAN BERNSTEIN-RATNER WAS

1045
00:38:30,423 --> 00:38:32,291
SUPPOSED TO BE WITH US.

1046
00:38:32,291 --> 00:38:33,726
SHE HAD A LAST-MINUTE ISSUE COME

1047
00:38:33,726 --> 00:38:35,928
UP AND MAY OR MAY NOT BE ABLE TO

1048
00:38:35,928 --> 00:38:40,299
JOIN US AT SOME POINT DURING OUR

1049
00:38:40,299 --> 00:38:40,800
DISCUSSION.

1050
00:38:40,800 --> 00:38:42,802
THANKS, EVERYONE, FOR BEING HERE

1051
00:38:42,802 --> 00:38:44,437
AND FOR BEING FEARLESS AND

1052
00:38:44,437 --> 00:38:45,304
TACKLING THIS TOPIC.

1053
00:38:45,304 --> 00:38:47,273
WE CAN GO AHEAD AND TAKE THE

1054
00:38:47,273 --> 00:38:50,910
SLIDE DOWN NOW SO EVERYONE CAN

1055
00:38:50,910 --> 00:38:52,545
SEE OUR PANELISTS BETTER.

1056
00:38:52,545 --> 00:38:54,814
KICKING OFF OUR FIRST THEME,

1057
00:38:54,814 --> 00:38:57,917
WHICH MARY COINED THE PHRASE IN

1058
00:38:57,917 --> 00:38:59,018
OUR PANEL, PREPARATION

1059
00:38:59,018 --> 00:39:00,753
DISCUSSION, WALKING THE LINE

1060
00:39:00,753 --> 00:39:03,155
BETWEEN CLEAN AND REAL, WHICH I

1061
00:39:03,155 --> 00:39:04,690
REALLY LIKE.

1062
00:39:04,690 --> 00:39:05,491
WHEN DESIGNING CLINICAL RESEARCH

1063
00:39:05,491 --> 00:39:08,094
STUDIES YOU HAVE TO MAKE MANY

1064
00:39:08,094 --> 00:39:13,032
CHOICES THAT CREATE THIS YIN AND

1065
00:39:13,032 --> 00:39:15,001
YANG BETWEEN RIGOR AND VALIDITY

1066
00:39:15,001 --> 00:39:17,303
VERSUS RELEVANCE AND EXTERNAL

1067
00:39:17,303 --> 00:39:17,870
VALIDITY.

1068
00:39:17,870 --> 00:39:18,838
VIRTUALLY EVERY DESIGN CHOICE

1069
00:39:18,838 --> 00:39:21,540
YOU MAKE PUSHES AND PULLS YOU

1070
00:39:21,540 --> 00:39:26,379
ALONG THIS DIMENSION.

1071
00:39:26,379 --> 00:39:27,713
PARTICIPANTS SELECTION CRITERIA,

1072
00:39:27,713 --> 00:39:29,749
BROAD OR NARROW, TREATMENT

1073
00:39:29,749 --> 00:39:30,416
PROTOCOL, STANDARD ONE SIZE FITS

1074
00:39:30,416 --> 00:39:31,584
ALL OR SOMETHING MORE ADAPTIVE

1075
00:39:31,584 --> 00:39:33,052
THAT MIGHT BE MORE LIKE WHAT

1076
00:39:33,052 --> 00:39:36,555
SOMEONE WOULD DO IN THE REAL

1077
00:39:36,555 --> 00:39:36,889
WORLD.

1078
00:39:36,889 --> 00:39:38,424
OUTCOME MEASURES, HAVING VERY

1079
00:39:38,424 --> 00:39:40,960
RICH BUT TIME CONSUMING MEASURES

1080
00:39:40,960 --> 00:39:42,595
LIKE LANGUAGE SAMPLES, VERSUS

1081
00:39:42,595 --> 00:39:43,896
BRIEFER MEASURES THAT ARE

1082
00:39:43,896 --> 00:39:45,097
REGULARLY USED IN CLINICAL

1083
00:39:45,097 --> 00:39:45,731
PRACTICE.

1084
00:39:45,731 --> 00:39:49,068
AND THE LIST GOES ON AND ON.

1085
00:39:49,068 --> 00:39:50,803
SO ALL THESE DECISIONS HAVE

1086
00:39:50,803 --> 00:39:52,204
CONSEQUENCES FOR THE SCIENCE

1087
00:39:52,204 --> 00:39:53,439
RESEARCH SIDE OF THINGS, BUT

1088
00:39:53,439 --> 00:39:56,142
ALSO FOR THE FUTURE TRANSLATION

1089
00:39:56,142 --> 00:39:58,344
INTO CLINICAL PRACTICE.

1090
00:39:58,344 --> 00:40:00,212
IS YOUR DECISION WIDENING OR

1091
00:40:00,212 --> 00:40:00,746
NARROWING THE GAP?

1092
00:40:00,746 --> 00:40:02,815
THE QUESTION FOR THE PANELIST IS

1093
00:40:02,815 --> 00:40:09,522
WHAT DO YOU THINK WHEN YOUR

1094
00:40:09,522 --> 00:40:11,057
STRIKE THIS BALANCE BETWEEN

1095
00:40:11,057 --> 00:40:12,158
CLEAN AND REAL, HOW DO YOU

1096
00:40:12,158 --> 00:40:13,893
NAVIGATE THE WATERS AND GIVE

1097
00:40:13,893 --> 00:40:17,396
SOME EXAMPLES OF HOW YOU DO

1098
00:40:17,396 --> 00:40:17,630
THIS.

1099
00:40:17,630 --> 00:40:19,365
MARY COINED THE PHRASE SO WE'LL

1100
00:40:19,365 --> 00:40:20,900
LET HER KICK US OFF.

1101
00:40:20,900 --> 00:40:22,168
>> THANK YOU FOR THE
CHANCE TO

1102
00:40:22,168 --> 00:40:23,536
DO SO.

1103
00:40:23,536 --> 00:40:25,371
THIS IS SOMETHING I STRUGGLE

1104
00:40:25,371 --> 00:40:27,340
WITH PRETTY MUCH EVERY SECOND OF

1105
00:40:27,340 --> 00:40:29,108
EVERY DAY, RIGHT?

1106
00:40:29,108 --> 00:40:30,409
BECAUSE THERE REALLY ARE

1107
00:40:30,409 --> 00:40:31,310
OPPOSING FORCES.

1108
00:40:31,310 --> 00:40:34,714
WE KNOW ON THE RESEARCH SIDE IF

1109
00:40:34,714 --> 00:40:36,248
YOU DON'T HAVE YOUR STUDY CLEAN

1110
00:40:36,248 --> 00:40:38,884
ENOUGH YOU'RE NOT GOING TO GET

1111
00:40:38,884 --> 00:40:39,251
PUBLISHED.

1112
00:40:39,251 --> 00:40:41,654
MORE IMPORTANT THAN THAT IF YOU

1113
00:40:41,654 --> 00:40:42,521
DON'T CONTROL YOUR VARIABLES,

1114
00:40:42,521 --> 00:40:45,257
YOU'RE NOT GOING TO GET GOOD

1115
00:40:45,257 --> 00:40:46,459
ANSWERS TO YOUR QUESTIONS.

1116
00:40:46,459 --> 00:40:50,396
AND THEN ON THE FLIP SLIDE, IF

1117
00:40:50,396 --> 00:40:53,666
YOU ARE NOT TAKING INTO ACCOUNT

1118
00:40:53,666 --> 00:40:55,968
WHAT THE COMMUNITY NEEDS, IT

1119
00:40:55,968 --> 00:40:57,536
DOESN'T MATTER WHAT YOU DESIGN

1120
00:40:57,536 --> 00:41:01,474
IF IT NEVER GETS USED, WHAT'S

1121
00:41:01,474 --> 00:41:02,441
THE POINT THERE?

1122
00:41:02,441 --> 00:41:05,745
SO YOU'VE GOT THESE POLAR

1123
00:41:05,745 --> 00:41:09,648
OPPOSITE TYPES OF FORCES.

1124
00:41:09,648 --> 00:41:13,319
AND ONE THING I'M COGNIZANT OF

1125
00:41:13,319 --> 00:41:19,291
IS HOW VALUABLE IT IS TO HAVE

1126
00:41:19,291 --> 00:41:20,159
INTERESTED PARTIES, PARTNERS IN

1127
00:41:20,159 --> 00:41:22,461
RESEARCH AND ON YOUR TEAM.

1128
00:41:22,461 --> 00:41:24,130
I REALLY DON'T WANT TO DIVE IN

1129
00:41:24,130 --> 00:41:25,865
AND SAY, HERE, TRY THIS, TRY

1130
00:41:25,865 --> 00:41:28,401
THAT, AND HAVE PEOPLE DO THINGS

1131
00:41:28,401 --> 00:41:30,836
THAT HAVEN'T BEEN TESTED OUT IN

1132
00:41:30,836 --> 00:41:32,204
THE LAB THAT I HAVE A SENSE ARE

1133
00:41:32,204 --> 00:41:33,739
GOING TO WORK BECAUSE I DON'T

1134
00:41:33,739 --> 00:41:36,041
WANT TO BE WASTING THEIR TIME.

1135
00:41:36,041 --> 00:41:39,111
AND SO I GUESS -- WE CERTAINLY

1136
00:41:39,111 --> 00:41:40,079
HAVE HYBRID DESIGNS BUT STILL IT

1137
00:41:40,079 --> 00:41:43,048
STARTS WITH THE IDEA YOU HAVE

1138
00:41:43,048 --> 00:41:44,383
SOMETHING YOU HAVE ENOUGH GOOD

1139
00:41:44,383 --> 00:41:46,152
EVIDENCE THAT YOU THINK IS NOT

1140
00:41:46,152 --> 00:41:48,220
GOING TO WASTE YOUR COMMUNITY

1141
00:41:48,220 --> 00:41:52,158
PARTNER'S TIME BECAUSE THAT CAN

1142
00:41:52,158 --> 00:41:53,926
REALLY COLLAPSE A RELATIONSHIP.

1143
00:41:53,926 --> 00:41:55,961
SO, AS I WAS REFLECTING ON THIS

1144
00:41:55,961 --> 00:41:58,931
I RECOGNIZE WE DO A COUPLE OF

1145
00:41:58,931 --> 00:42:00,900
THINGS THAT HAVE BEEN -- THAT

1146
00:42:00,900 --> 00:42:03,202
ARE A BIT HYBRIDY, MAYBE DON'T

1147
00:42:03,202 --> 00:42:07,039
FIT INTO A BEAUTIFUL HYBRID

1148
00:42:07,039 --> 00:42:07,606
MODEL.

1149
00:42:07,606 --> 00:42:10,342
WHILE OUR STUDY ACTUALLY CAME

1150
00:42:10,342 --> 00:42:11,744
ABOUT BECAUSE OF COMMUNITY

1151
00:42:11,744 --> 00:42:16,682
NEEDS, I HAD A FRIEND WHO IS AN

1152
00:42:16,682 --> 00:42:19,118
SLP WHO HAD A LATE TALKER, I

1153
00:42:19,118 --> 00:42:20,953
COULD DO NOTHING TO TEACH HER

1154
00:42:20,953 --> 00:42:21,987
ABOUT LANGUAGE NUTRITION AND

1155
00:42:21,987 --> 00:42:22,521
TECHNIQUES.

1156
00:42:22,521 --> 00:42:25,558
SHE WAS ON IT, A PHENOMENAL SLP,

1157
00:42:25,558 --> 00:42:30,196
NO WHERE TO GO IN TERMS OF

1158
00:42:30,196 --> 00:42:31,096
PARENT TRAINING.

1159
00:42:31,096 --> 00:42:33,332
WHAT APPROACHES COULD WE TAKE?

1160
00:42:33,332 --> 00:42:36,068
WHAT'S HAPPENING IN THE FIELD IN

1161
00:42:36,068 --> 00:42:37,603
THE RESEARCH QUESTION QUESTION

1162
00:42:37,603 --> 00:42:41,040
WAS INSPIRED BY A PERSON.

1163
00:42:41,040 --> 00:42:43,309
AND THAT'S IMPORTANT BECAUSE IT

1164
00:42:43,309 --> 00:42:45,044
SHAPED HOW THINGS WENT.

1165
00:42:45,044 --> 00:42:46,312
THE OTHER THING THAT HAPPENED,

1166
00:42:46,312 --> 00:42:48,347
IT WAS JUST YESTERDAY I THOUGHT

1167
00:42:48,347 --> 00:42:51,517
ABOUT IT, WE'VE HAD SOME KIDS

1168
00:42:51,517 --> 00:42:53,152
WHERE CLINICALLY I COULD SEE AS

1169
00:42:53,152 --> 00:42:55,354
WE WERE GOING THROUGH OUR

1170
00:42:55,354 --> 00:42:56,889
TREATMENT THEY WERE NOT

1171
00:42:56,889 --> 00:42:57,189
RESPONDING.

1172
00:42:57,189 --> 00:43:01,060
AND I HAD OTHER IDEAS FOR WHAT I

1173
00:43:01,060 --> 00:43:06,198
WANTED TO DO BUT I CONSTRAINED,

1174
00:43:06,198 --> 00:43:10,369
USED MY FRONTAL LOBE AND

1175
00:43:10,369 --> 00:43:11,337
FINISHED THE TREATMENT THEN AT

1176
00:43:11,337 --> 00:43:15,374
THE END WE TACKED ON A PLACE TO

1177
00:43:15,374 --> 00:43:18,143
EXPERIMENT MORE, NOT THIS IS

1178
00:43:18,143 --> 00:43:20,679
WRITTEN INTO OUR IRB AND WE

1179
00:43:20,679 --> 00:43:21,881
SHARED WITH THE PARENTS, BUT

1180
00:43:21,881 --> 00:43:24,717
LIKE IN THIS CASE WE BRING IN

1181
00:43:24,717 --> 00:43:26,919
SOME AAC, AND YESTERDAY WE HAD

1182
00:43:26,919 --> 00:43:28,220
AN AMAZING SESSION WHERE WE WERE

1183
00:43:28,220 --> 00:43:31,390
ABLE TO GET A KID WHO WAS A

1184
00:43:31,390 --> 00:43:32,391
NON-RESPONDER, BE ABLE TO

1185
00:43:32,391 --> 00:43:35,794
EXPERIMENT A LITTLE BIT MORE AND

1186
00:43:35,794 --> 00:43:37,897
WE GOT SPOKEN AND AAC OUTPUT.

1187
00:43:37,897 --> 00:43:39,431
IT WAS AMAZING.

1188
00:43:39,431 --> 00:43:41,634
WE GOT KISSES FROM THE CHILD.

1189
00:43:41,634 --> 00:43:45,037
IT WAS A BIG DEAL.

1190
00:43:45,037 --> 00:43:46,539
AND THAT INFORMS THE NEXT STEPS.

1191
00:43:46,539 --> 00:43:47,873
IN OUR CURRENT GRANT THIS IS NOT

1192
00:43:47,873 --> 00:43:49,375
THE FIRST TIME WE'VE DONE THIS

1193
00:43:49,375 --> 00:43:51,677
BUT WE HAVE SOMETHING IN OUR

1194
00:43:51,677 --> 00:43:53,112
CURRENT PARENT GRANT THAT WILL

1195
00:43:53,112 --> 00:43:56,949
ALLOW US TO BRING IN SOME OF

1196
00:43:56,949 --> 00:43:57,716
THOSE MODIFICATIONS.

1197
00:43:57,716 --> 00:43:59,018
SO, I'M NOT SURE BUT THOSE ARE

1198
00:43:59,018 --> 00:44:03,088
SOME OF THE WAYS THAT WE TRY TO

1199
00:44:03,088 --> 00:44:04,423
WALK THE LINE.

1200
00:44:04,423 --> 00:44:05,391
>> THAT'S REALLY HELPFUL.

1201
00:44:05,391 --> 00:44:06,926
WONDERFUL TO HEAR TOO THAT YOU

1202
00:44:06,926 --> 00:44:08,894
WERE ABLE TO CAPITALIZE ON SOME

1203
00:44:08,894 --> 00:44:11,964
REAL WORLD FEEDBACK AND INPUT OF

1204
00:44:11,964 --> 00:44:13,365
WHAT SOMEONE NEEDED OF REAL

1205
00:44:13,365 --> 00:44:13,999
WORLD EXPERIENCE.

1206
00:44:13,999 --> 00:44:16,335
DAN, DO YOU HAVE THOUGHTS TO

1207
00:44:16,335 --> 00:44:16,502
ADD?

1208
00:44:16,502 --> 00:44:19,838
OR DIFFERENT DIRECTION?

1209
00:44:19,838 --> 00:44:20,439
>> SURE.

1210
00:44:20,439 --> 00:44:22,074
YEAH, THAT WAS HELPFUL.

1211
00:44:22,074 --> 00:44:22,775
THANKS, MARY.

1212
00:44:22,775 --> 00:44:27,613
THE ISSUE I ALSO HAVE BEEN

1213
00:44:27,613 --> 00:44:29,548
GRAPPLING WITH MY ENTIRE CAREER,

1214
00:44:29,548 --> 00:44:35,888
REFLECTING ON EVEN STARTING

1215
00:44:35,888 --> 00:44:37,556
GRADUATE SCHOOL I GRAPPLED WITH

1216
00:44:37,556 --> 00:44:39,959
THIS, UNIVERSITY OF FLORIDA, I

1217
00:44:39,959 --> 00:44:44,630
STUDIED PARENT-CHILD INTERACTION

1218
00:44:44,630 --> 00:44:45,130
THERAPY, EVIDENCE-BASED

1219
00:44:45,130 --> 00:44:47,199
TREATMENT, AT THE TIME ALL OF

1220
00:44:47,199 --> 00:44:49,802
THE INTERVENTIONS SIMILAR

1221
00:44:49,802 --> 00:44:51,437
HELPING THE NON-COMPLIANT CHILD,

1222
00:44:51,437 --> 00:44:54,206
INCREDIBLE YEARS, TRIPLE T, THEY

1223
00:44:54,206 --> 00:44:56,609
ALL SCREENED OUT CHILDREN WITH

1224
00:44:56,609 --> 00:44:57,576
INTELLECTUAL DISABILITIES.

1225
00:44:57,576 --> 00:44:59,979
THE REASON WAS TO INCREASE

1226
00:44:59,979 --> 00:45:02,014
INTERNAL VALID ACTIVITY STUDIES,

1227
00:45:02,014 --> 00:45:04,049
WANTED CLEAN SAMPLES OF CHILDREN

1228
00:45:04,049 --> 00:45:06,218
WITH OPPOSITIONAL DEFIANT

1229
00:45:06,218 --> 00:45:10,623
DISORDER AND OTHER DISRUPTIVE

1230
00:45:10,623 --> 00:45:11,690
BEHAVIOR DISORDERS, SCREENING

1231
00:45:11,690 --> 00:45:12,458
OUT CHILDREN WITH LANGUAGE

1232
00:45:12,458 --> 00:45:13,225
DELAYS THAT.

1233
00:45:13,225 --> 00:45:15,961
STRUCK ME AS A STRONG NEED, A

1234
00:45:15,961 --> 00:45:17,730
HUGE GAP IN LITERATURE.

1235
00:45:17,730 --> 00:45:23,769
FOR MY  DISSERTATION WE ASKED

1236
00:45:23,769 --> 00:45:24,436
CHILDREN WITH INTELLECTUAL

1237
00:45:24,436 --> 00:45:27,373
DISABILITIES, AND I DON'T THINK

1238
00:45:27,373 --> 00:45:30,309
THAT -- THAT BROADENED THE

1239
00:45:30,309 --> 00:45:31,443
POPULATION CERTAINLY, INCREASING

1240
00:45:31,443 --> 00:45:36,015
INTERNAL VALIDITY IN THAT CASE

1241
00:45:36,015 --> 00:45:37,349
AS EXAMPLE NECESSARILY AFFECTED

1242
00:45:37,349 --> 00:45:38,550
INTERNAL VALIDITY OF THE STUDY

1243
00:45:38,550 --> 00:45:40,853
SO I THINK YOU COULD BE CREATIVE

1244
00:45:40,853 --> 00:45:42,588
IN WAYS TO CAPITALIZE ON

1245
00:45:42,588 --> 00:45:45,090
DIFFERENT POPULATIONS IN NEED.

1246
00:45:45,090 --> 00:45:47,726
OUR CURRENT WORK, WORKING WITH

1247
00:45:47,726 --> 00:45:49,762
INFANTS AT RISK FOR DEVELOPING

1248
00:45:49,762 --> 00:45:51,664
BEHAVIOR DISORDERS, AGAIN WE'RE

1249
00:45:51,664 --> 00:45:54,066
NOT TARGETING LANGUAGE BUT

1250
00:45:54,066 --> 00:45:56,035
LANGUAGE HAS BECOME A BIG

1251
00:45:56,035 --> 00:45:59,371
INTEREST OF OUR TEAM'S WORK, AND

1252
00:45:59,371 --> 00:46:01,740
SO WE'RE CAPITALIZING ON THE

1253
00:46:01,740 --> 00:46:03,475
STUDY THAT WE'RE TARGETING THESE

1254
00:46:03,475 --> 00:46:04,043
CHILDREN.

1255
00:46:04,043 --> 00:46:06,779
AND WE'RE ABLE TO EXAMINE

1256
00:46:06,779 --> 00:46:09,081
LANGUAGE AS AN INTERVENTION IS

1257
00:46:09,081 --> 00:46:10,382
BEING IMPLEMENTED IN THE REAL

1258
00:46:10,382 --> 00:46:12,418
WORLD, TO SEE WHAT HAPPENS AND

1259
00:46:12,418 --> 00:46:15,754
TO SO AGAIN WE'RE NOT

1260
00:46:15,754 --> 00:46:16,622
NECESSARILY DECREASING OUR

1261
00:46:16,622 --> 00:46:20,793
INTERNAL VALIDITY OF THE STUDY.

1262
00:46:20,793 --> 00:46:22,094
IT'S A RANDOMIZED CLINICAL

1263
00:46:22,094 --> 00:46:24,430
TRIAL, WE'RE ABLE TO LOOK AT

1264
00:46:24,430 --> 00:46:25,864
OTHER OUTCOMES LIKE LANGUAGE,

1265
00:46:25,864 --> 00:46:33,739
CERTAINLY PERTINENT FOR THIS

1266
00:46:33,739 --> 00:46:34,039
POPULATION.

1267
00:46:34,039 --> 00:46:36,809
>> DOES ANYONE WANT TO
JUMP IN?

1268
00:46:36,809 --> 00:46:38,343
KARLA, OR NAN WAS ABLE TO JOIN

1269
00:46:38,343 --> 00:46:39,645
US FROM UNIVERSITY OF MARYLAND.

1270
00:46:39,645 --> 00:46:41,280
YOU CAME IN LATE SO DON'T FEEL

1271
00:46:41,280 --> 00:46:47,352
LIKE YOU NEED TO JUMP IN.

1272
00:46:47,352 --> 00:46:48,987
KARLA, ANYTHING YOU WOULD LIKE

1273
00:46:48,987 --> 00:46:49,988
TO ADD?

1274
00:46:49,988 --> 00:46:51,490
>> THANK YOU BOTH, MARY
AND DAN.

1275
00:46:51,490 --> 00:46:53,459
I SHARE BOTH POINTS YOU'VE MADE.

1276
00:46:53,459 --> 00:46:55,894
I KNOW IN MY OWN WORK THIS WHOLE

1277
00:46:55,894 --> 00:47:00,265
IDEA OF CLEAN AND REAL, MY OWN

1278
00:47:00,265 --> 00:47:01,467
DISSERTATION HAD A NICE CLEAN

1279
00:47:01,467 --> 00:47:03,502
STUDY I THOUGHT WAS WELL

1280
00:47:03,502 --> 00:47:05,104
CONSTRUCTED, AND AT THE END OF

1281
00:47:05,104 --> 00:47:07,372
THE STUDY WE FOUND THESE RESULTS

1282
00:47:07,372 --> 00:47:09,141
BUT WE WERE -- PARENTS WERE

1283
00:47:09,141 --> 00:47:10,776
ASKING WHY IS IT MY CHILD DIDN'T

1284
00:47:10,776 --> 00:47:12,945
DO AS WELL, AND I HEARD JOHNNY'S

1285
00:47:12,945 --> 00:47:14,012
CHILD DID BETTER.

1286
00:47:14,012 --> 00:47:16,448
AND I WAS STUCK SITTING THERE

1287
00:47:16,448 --> 00:47:17,649
THINKING, OH DEAR, WHAT SHOULD I

1288
00:47:17,649 --> 00:47:19,084
SAY TO THESE PARENTS?

1289
00:47:19,084 --> 00:47:22,354
I SAID, YOU KNOW, EXCELLENT

1290
00:47:22,354 --> 00:47:23,288
QUESTION, I'VE BEEN WONDERING

1291
00:47:23,288 --> 00:47:25,657
MYSELF, LED ME TO THINK ABOUT

1292
00:47:25,657 --> 00:47:29,027
USING A DIFFERENT TOOL

1293
00:47:29,027 --> 00:47:34,533
NEUROIMAGING BECAUSE THEN I WAS

1294
00:47:34,533 --> 00:47:37,603
FOLKS FOCUSED ON STANDARDIZED

1295
00:47:37,603 --> 00:47:38,604
TEST, LANGUAGE SAMPLING AND

1296
00:47:38,604 --> 00:47:40,272
PARENT INTERVIEWS THAT ALLOWED

1297
00:47:40,272 --> 00:47:43,976
ME TO GET QUALITATIVE ASPECT

1298
00:47:43,976 --> 00:47:47,045
WHAT IS PARENTS WERE THINKING

1299
00:47:47,045 --> 00:47:48,380
OVER TIME.

1300
00:47:48,380 --> 00:47:51,016
THE CHANGES WEREN'T CAPTURED IN

1301
00:47:51,016 --> 00:47:52,217
OTHER WAYS, WEREN'T GETTING THE

1302
00:47:52,217 --> 00:47:57,389
WHY ANSWER FROM THE QUANTITATIVE

1303
00:47:57,389 --> 00:48:00,225
ASPECTS SO DELVING INTO MIRROR

1304
00:48:00,225 --> 00:48:02,895
IMAGING, A MEANS OF ANSWERING A

1305
00:48:02,895 --> 00:48:04,296
QUESTION, WE FORGET THE BRAIN IS

1306
00:48:04,296 --> 00:48:06,064
STILL A PART OF WHAT'S HAPPENING

1307
00:48:06,064 --> 00:48:07,099
HERE, WE STILL NEED TO

1308
00:48:07,099 --> 00:48:08,667
UNDERSTAND WHAT'S HAPPENING WITH

1309
00:48:08,667 --> 00:48:09,668
THE CHILD'S BRAIN.

1310
00:48:09,668 --> 00:48:12,371
SO I FEEL, FOR ME, IT'S BEEN A

1311
00:48:12,371 --> 00:48:13,238
MOTIVATING FACTOR BECAUSE THE

1312
00:48:13,238 --> 00:48:15,140
GENESIS OF WHY I MOVE IN THAT

1313
00:48:15,140 --> 00:48:17,109
DIRECTION WAS OUT OF WHAT

1314
00:48:17,109 --> 00:48:19,178
PARENTS WERE ASKING ME SO I

1315
00:48:19,178 --> 00:48:20,813
COULD ANSWER A QUESTION THAT

1316
00:48:20,813 --> 00:48:22,514
OFFERED MORE COMMUNITY RELEVANCE

1317
00:48:22,514 --> 00:48:24,349
BUT USING MORE OF A MEDICAL

1318
00:48:24,349 --> 00:48:26,418
ROUTE TO COME TO IT.

1319
00:48:26,418 --> 00:48:28,420
SO I JUST WANTED TO ADD THAT TO

1320
00:48:28,420 --> 00:48:35,460
THE DIALOGUE.

1321
00:48:35,460 --> 00:48:36,094
THANK YOU.

1322
00:48:36,094 --> 00:48:38,030
>> ACROSS THE ANSWERS
THERE WAS

1323
00:48:38,030 --> 00:48:39,898
THOUGHTFULNESS HOW TO REMAIN

1324
00:48:39,898 --> 00:48:42,100
FLEXIBLE IN THE ORIGINAL DESIGN.

1325
00:48:42,100 --> 00:48:44,169
I LOVE THE IDEA OF HAVING A

1326
00:48:44,169 --> 00:48:45,838
PILOT IDEA.

1327
00:48:45,838 --> 00:48:47,005
DAN CAPTURING THE LANGUAGE, EVEN

1328
00:48:47,005 --> 00:48:49,441
THOUGH THAT WASN'T MAYBE THE

1329
00:48:49,441 --> 00:48:51,510
ORIGINAL INTENT, BEING OPEN TO

1330
00:48:51,510 --> 00:48:52,177
NOVEL OBSERVATIONS.

1331
00:48:52,177 --> 00:48:53,912
KARLA, YOUR THOUGHT HERE ABOUT

1332
00:48:53,912 --> 00:48:56,548
HAVING THAT QUALITATIVE DATA

1333
00:48:56,548 --> 00:49:00,352
THAT ADDS CONTEXT AROUND THE

1334
00:49:00,352 --> 00:49:02,688
THINGS THAT WERE HYPOTHESIS

1335
00:49:02,688 --> 00:49:03,789
DRIVEN THAT MEASURING.

1336
00:49:03,789 --> 00:49:09,728
COULD YOU TALK ABOUT SOME

1337
00:49:09,728 --> 00:49:12,030
PRACTICALITIES OF OPENNESS WITH

1338
00:49:12,030 --> 00:49:12,998
AN IRB?

1339
00:49:12,998 --> 00:49:14,433
MARY, YOU ALLUDED TO THIS, HOW

1340
00:49:14,433 --> 00:49:19,805
YOU PUT IN THE PILOT PIECE WITH

1341
00:49:19,805 --> 00:49:24,176
YOUR IRB AND HOW YOU WORKED THIS

1342
00:49:24,176 --> 00:49:26,912
IN TO CAPITALIZE ON NOVEL

1343
00:49:26,912 --> 00:49:27,579
THINGS.

1344
00:49:27,579 --> 00:49:28,347
>> SURE.

1345
00:49:28,347 --> 00:49:32,384
EVERY DISCUSSION WITH OUR IRB IS

1346
00:49:32,384 --> 00:49:33,485
A NEGOTIATION.

1347
00:49:33,485 --> 00:49:35,888
BUT I THINK WE REALLY -- WE JUST

1348
00:49:35,888 --> 00:49:37,522
THOUGHT WHAT DO WE WANT TO DO

1349
00:49:37,522 --> 00:49:40,058
AND HOW DO WE FRAME IT IN TERMS

1350
00:49:40,058 --> 00:49:43,528
OF WHAT WE ALREADY HAVE

1351
00:49:43,528 --> 00:49:45,864
PERMISSION FOR.

1352
00:49:45,864 --> 00:49:48,066
AND SO OUR TREATMENT WAS -- YOU

1353
00:49:48,066 --> 00:49:49,134
KNOW, PARENTS WERE CONSENTING TO

1354
00:49:49,134 --> 00:49:53,739
HAVE THEIR CHILD BE PART OF A

1355
00:49:53,739 --> 00:49:54,406
TREATMENT.

1356
00:49:54,406 --> 00:49:56,275
THE TREATMENT WASN'T OVERLY

1357
00:49:56,275 --> 00:49:57,476
SPECIFIED WITHIN THE IRB.

1358
00:49:57,476 --> 00:49:59,912
AND WHAT WE WERE GOING TO BE

1359
00:49:59,912 --> 00:50:01,346
DOING WASN'T -- YOU KNOW, IN

1360
00:50:01,346 --> 00:50:03,415
TERMS OF HUMAN SUBJECTS TYPE OF

1361
00:50:03,415 --> 00:50:08,654
THINGS, HARM OR RISK OR WHAT

1362
00:50:08,654 --> 00:50:10,989
NOT, EQUALLY RISKY, IF YOU WILL.

1363
00:50:10,989 --> 00:50:14,259
WE THOUGHT IT FIT WELL.

1364
00:50:14,259 --> 00:50:17,996
WE WANT TO BE CLEAR WE WROTE IN

1365
00:50:17,996 --> 00:50:19,965
SOMETHING, I'M LOOKING TO

1366
00:50:19,965 --> 00:50:21,900
CECILIA WILL TELL ME IF I'M

1367
00:50:21,900 --> 00:50:23,969
WRONG HERE BUT WE BASICALLY SAID

1368
00:50:23,969 --> 00:50:24,970
AT THE END -- YOU KNOW,

1369
00:50:24,970 --> 00:50:26,939
TREATMENT IS MEANT TO BE 8 WEEKS

1370
00:50:26,939 --> 00:50:27,306
WITH FOLLOW-UP.

1371
00:50:27,306 --> 00:50:29,808
AT THE END OF THAT YOUR CHILD

1372
00:50:29,808 --> 00:50:32,177
MAY BE INVITED FOR AN ADDITIONAL

1373
00:50:32,177 --> 00:50:34,279
FOUR SESSIONS OR FOUR TO SIX

1374
00:50:34,279 --> 00:50:35,681
SESSIONS, THAT WILL BE A

1375
00:50:35,681 --> 00:50:37,349
LITTLE -- I DON'T KNOW EVEN JUST

1376
00:50:37,349 --> 00:50:39,217
HOW MUCH DIFFERENT WE PUT IN BUT

1377
00:50:39,217 --> 00:50:41,586
WE LET PEOPLE KNOW AT THE OUTSET

1378
00:50:41,586 --> 00:50:43,922
THIS COULD HAPPEN, IT'S

1379
00:50:43,922 --> 00:50:45,357
COMPLETELY OPTIONAL, AND THEN

1380
00:50:45,357 --> 00:50:45,991
WE'RE TRANSPARENT WITH THE

1381
00:50:45,991 --> 00:50:46,992
PARENTS ABOUT IT.

1382
00:50:46,992 --> 00:50:49,594
SO WE DON'T HAVE TO HAVE A

1383
00:50:49,594 --> 00:50:50,262
SEPARATE FORM SIGNED OR

1384
00:50:50,262 --> 00:50:52,764
SOMETHING BUT WE PUT THAT IN AS

1385
00:50:52,764 --> 00:50:53,999
A MODIFICATION ONCE WE

1386
00:50:53,999 --> 00:50:55,400
RECOGNIZED THIS WAS SOMETHING WE

1387
00:50:55,400 --> 00:50:57,169
WOULD USE.

1388
00:50:57,169 --> 00:50:58,904
WE'VE DONE IT ABOUT I THINK

1389
00:50:58,904 --> 00:51:01,907
MAYBE SIX TIMES OVER THE COURSE

1390
00:51:01,907 --> 00:51:03,742
OF THINGS BUT IT'S BEEN -- IT'S

1391
00:51:03,742 --> 00:51:05,277
WORLD REALLY WELL WHICH I CAN'T

1392
00:51:05,277 --> 00:51:10,015
ALWAYS SAY FOR THE IRB.

1393
00:51:10,015 --> 00:51:13,952
>> I COULD JUMP IN HERE
TOO

1394
00:51:13,952 --> 00:51:14,186
BRIEFLY.

1395
00:51:14,186 --> 00:51:15,153
SO, WHEN WE RECEIVED THE

1396
00:51:15,153 --> 00:51:17,255
SUPPLEMENT WE KIND OF I THINK

1397
00:51:17,255 --> 00:51:19,124
DID A HYBRID APPROACH WHERE SOME

1398
00:51:19,124 --> 00:51:21,860
OF THE DATA WE ALREADY HAVE

1399
00:51:21,860 --> 00:51:22,728
ACCESS TO, ALREADY OBSERVING

1400
00:51:22,728 --> 00:51:28,433
KIDS PLAYING WITH OTHER CHILDREN

1401
00:51:28,433 --> 00:51:29,634
IN ENVIRONMENTS TO CAPITALIZE

1402
00:51:29,634 --> 00:51:31,937
AND MEASURE THAT.

1403
00:51:31,937 --> 00:51:32,604
FORTUNATELY WITH NIH'S

1404
00:51:32,604 --> 00:51:33,705
GENEROSITY WE WERE ABLE TO

1405
00:51:33,705 --> 00:51:36,341
PURCHASE A LOT OF LENA DEVICES

1406
00:51:36,341 --> 00:51:38,076
TO ACTUALLY MEASURE CHILD

1407
00:51:38,076 --> 00:51:39,411
LANGUAGE IN A DIFFERENT CONTEXT

1408
00:51:39,411 --> 00:51:40,912
IN THE MORE NATURAL ENVIRONMENT.

1409
00:51:40,912 --> 00:51:45,083
SO FOR THAT OBVIOUSLY WE NEEDED

1410
00:51:45,083 --> 00:51:47,619
TO GET ADDITIONAL PERMISSION

1411
00:51:47,619 --> 00:51:49,588
FROM FAMILY, SO WE APPROACHED

1412
00:51:49,588 --> 00:51:51,456
FAMILIES, WE HAVE A NEW PART TO

1413
00:51:51,456 --> 00:51:53,425
THE STUDY, INTERESTED IN

1414
00:51:53,425 --> 00:51:55,727
EXAMINING LANGUAGE IN THIS

1415
00:51:55,727 --> 00:51:56,595
DIFFERENT WAY.

1416
00:51:56,595 --> 00:52:02,067
AND, YOU KNOW, EXPLAINING TO THE

1417
00:52:02,067 --> 00:52:03,835
IRB CERTAINLY THAT IT'S NOT MUCH

1418
00:52:03,835 --> 00:52:06,972
MORE OF A BURDEN FOR FAMILIES,

1419
00:52:06,972 --> 00:52:08,407
AN IMPORTANT THING THEY WANT TO

1420
00:52:08,407 --> 00:52:11,043
KNOW, AND WE DO PROVIDE

1421
00:52:11,043 --> 00:52:12,677
INCENTIVES FOR FAMILIES TO

1422
00:52:12,677 --> 00:52:16,181
PARTICIPATE IN THAT ADDITIONAL

1423
00:52:16,181 --> 00:52:18,150
PIECE OF THE STUDY.

1424
00:52:18,150 --> 00:52:19,684
THAT'S HOW WE NAVIGATED WITH

1425
00:52:19,684 --> 00:52:22,521
THIS TYPE OF APPROACH.

1426
00:52:22,521 --> 00:52:24,056
>> GO AHEAD, NAN.

1427
00:52:24,056 --> 00:52:26,358
>> SO AT MARYLAND, I'VE
BEEN

1428
00:52:26,358 --> 00:52:26,892
INTERESTED IN PARENT-CHILD

1429
00:52:26,892 --> 00:52:29,294
INTERACTION FOR A LONG TIME.

1430
00:52:29,294 --> 00:52:33,899
WE HAVE PERMISSION FROM OUR IRB

1431
00:52:33,899 --> 00:52:36,334
TO PHRASE THAT WE'RE STUDYING

1432
00:52:36,334 --> 00:52:38,070
CHILD LANGUAGE DEVELOPMENT AND

1433
00:52:38,070 --> 00:52:40,672
HAVE THE USUAL IRB PERMISSIONS

1434
00:52:40,672 --> 00:52:43,108
SET UP, IN A VAGUE WAY BECAUSE

1435
00:52:43,108 --> 00:52:45,077
WE LOOK AT NATURALISTIC

1436
00:52:45,077 --> 00:52:46,611
INTERACTIONS PRETTY MUCH.

1437
00:52:46,611 --> 00:52:47,679
THEN WE -- ACTUALLY AT THE END

1438
00:52:47,679 --> 00:52:49,681
OF THE STUDY WE HAVE A SEPARATE

1439
00:52:49,681 --> 00:52:51,650
CONSENT FORM IN WHICH WE

1440
00:52:51,650 --> 00:52:54,719
DISCLOSE THAT WE'RE ALSO

1441
00:52:54,719 --> 00:52:56,822
INTERESTED IN THE PARENTS SPEECH

1442
00:52:56,822 --> 00:53:00,292
AND ASK PARENTS TO RE-SIGN A

1443
00:53:00,292 --> 00:53:01,393
DIFFERENT CONSENT FORM THAT

1444
00:53:01,393 --> 00:53:02,160
INCLUDE THEIR DATA.

1445
00:53:02,160 --> 00:53:03,795
WE HAVE ACTUALLY NEVER HAD A

1446
00:53:03,795 --> 00:53:04,463
PARENT REFUSE.

1447
00:53:04,463 --> 00:53:05,797
I'VE BEEN WORKING AT MARYLAND

1448
00:53:05,797 --> 00:53:13,004
FOR 40 YEARS, WE'VE NEVER HAD A

1449
00:53:13,004 --> 00:53:15,507
PARENT REFUSE.

1450
00:53:15,507 --> 00:53:17,609
IT IS CONSIDERED OKAY, WE DON'T

1451
00:53:17,609 --> 00:53:19,111
HAVE LENAs, WE BRING THEM IN,

1452
00:53:19,111 --> 00:53:20,779
WE DON'T WANT THE PARENTS TO

1453
00:53:20,779 --> 00:53:22,414
FEEL LIKE THEY ARE BEING MORE

1454
00:53:22,414 --> 00:53:26,118
OBSERVED THAN THEY ALREADY ARE.

1455
00:53:26,118 --> 00:53:27,552
SO BASICALLY WE -- THAT'S ONE

1456
00:53:27,552 --> 00:53:29,321
APPROACH TO TRY AND GET

1457
00:53:29,321 --> 00:53:30,589
NATURALISTIC INTERACTION IS TO

1458
00:53:30,589 --> 00:53:32,290
PHRASE THE NATURE OF THE STUDY

1459
00:53:32,290 --> 00:53:34,359
MORE IN TERMS OF LEARNING ABOUT

1460
00:53:34,359 --> 00:53:35,560
THE CHILD'S DEVELOPMENT WHICH OF

1461
00:53:35,560 --> 00:53:37,429
COURSE IS WHAT WE ARE INTERESTED

1462
00:53:37,429 --> 00:53:38,630
IN DOING BUT THEN COMING BACK

1463
00:53:38,630 --> 00:53:40,732
LATER TO GET THE PARENTS'

1464
00:53:40,732 --> 00:53:45,070
PERMISSION TO EXAMINE THEIR DATA

1465
00:53:45,070 --> 00:53:46,705
IN PARTICULAR WAYS.

1466
00:53:46,705 --> 00:53:47,839
>> THANKS FOR THOSE
INSIGHTS.

1467
00:53:47,839 --> 00:53:50,909
WE LEARNED A LOT ABOUT THE

1468
00:53:50,909 --> 00:53:52,677
PRACTICALITIES OF WORKING WITH

1469
00:53:52,677 --> 00:53:55,547
YOUR IRB TO BE OPEN TO THESE NEW

1470
00:53:55,547 --> 00:54:02,220
INSIGHTS AND I APPRECIATE THAT

1471
00:54:02,220 --> 00:54:04,623
COMMENT, MARY, THAT EVERY

1472
00:54:04,623 --> 00:54:05,957
CONVERSATION IS A NEGOTIATION.

1473
00:54:05,957 --> 00:54:11,429
WE'RE GOING TO TRANSITION TO A

1474
00:54:11,429 --> 00:54:12,931
DIFFERENT TOPIC ON OUTCOME

1475
00:54:12,931 --> 00:54:13,198
MEASURES.

1476
00:54:13,198 --> 00:54:14,266
NAN, THERE'S A QUESTION IN THE

1477
00:54:14,266 --> 00:54:15,567
Q&A THAT YOU MIGHT WANT TO
READ

1478
00:54:15,567 --> 00:54:17,435
OUT A LITTLE BIT AND WE'LL SEE

1479
00:54:17,435 --> 00:54:19,604
IF WE CAN INCORPORATE THAT IN

1480
00:54:19,604 --> 00:54:20,539
THIS DISCUSSION.

1481
00:54:20,539 --> 00:54:23,675
SO TO SET THE STAGE, IT'S TRICKY

1482
00:54:23,675 --> 00:54:24,543
MEASURING LANGUAGE, REALLY

1483
00:54:24,543 --> 00:54:26,077
ANYTHING IN YOUNG CHILDREN, HERE

1484
00:54:26,077 --> 00:54:27,913
I'M THINKING THAT BIRTH TO 3

1485
00:54:27,913 --> 00:54:28,146
AGE.

1486
00:54:28,146 --> 00:54:31,316
THESE KIDS ARE JUST NOT ALL THAT

1487
00:54:31,316 --> 00:54:31,550
USEFUL.

1488
00:54:31,550 --> 00:54:33,185
THEY DON'T COOPERATE.

1489
00:54:33,185 --> 00:54:34,819
YOU KNOW, THEY DON'T DO THINGS

1490
00:54:34,819 --> 00:54:36,488
ON DEMAND.

1491
00:54:36,488 --> 00:54:37,822
BEHAVIOR CAN BE UNPREDICTABLE.

1492
00:54:37,822 --> 00:54:39,658
DAN CAN TELL US ALL ABOUT THIS.

1493
00:54:39,658 --> 00:54:41,760
LIKEWISE SINCE WE'RE INTERESTED

1494
00:54:41,760 --> 00:54:42,761
IN THESE LANGUAGE TRAJECTORIES,

1495
00:54:42,761 --> 00:54:44,596
YOU KNOW, IT'S A MOVING TARGET,

1496
00:54:44,596 --> 00:54:46,031
WHAT WE WANT TO MEASURE OVER

1497
00:54:46,031 --> 00:54:46,565
TIME.

1498
00:54:46,565 --> 00:54:48,433
REALLY WHETHER IT'S LANGUAGE OR

1499
00:54:48,433 --> 00:54:49,668
SOMETHING ELSE.

1500
00:54:49,668 --> 00:54:51,403
THINGS ARE CHANGING OVER THE

1501
00:54:51,403 --> 00:54:55,440
COURSE OF OUR MEASUREMENT

1502
00:54:55,440 --> 00:54:59,277
PERIOD.

1503
00:54:59,277 --> 00:55:00,679
SO, WE STILL HAVE THE CHALLENGES

1504
00:55:00,679 --> 00:55:03,648
WE WERE JUST TALKING ABOUT,

1505
00:55:03,648 --> 00:55:04,883
THINKING ABOUT THE

1506
00:55:04,883 --> 00:55:10,655
PSYCHOMETRICS, AND INTERNAL

1507
00:55:10,655 --> 00:55:13,291
VALIDITY OF OUR RESEARCH

1508
00:55:13,291 --> 00:55:14,392
MEASURES, PRACTICAL

1509
00:55:14,392 --> 00:55:18,463
CONSIDERATIONS, OTHER PRACTICALK

1510
00:55:18,463 --> 00:55:22,434
CONSIDERATION RELATED TO

1511
00:55:22,434 --> 00:55:28,773
INVESTMENT PARTIES, WHAT

1512
00:55:28,773 --> 00:55:31,176
OUTCOMES DO PARENTS, EDUCATORS,

1513
00:55:31,176 --> 00:55:32,277
POLICYMAKERS INTERESTED IN, SO

1514
00:55:32,277 --> 00:55:38,416
WHAT ARE YOUR THOUGHTS ABOUT

1515
00:55:38,416 --> 00:55:39,384
MEASURES, YOUR GO-TO MEASURES

1516
00:55:39,384 --> 00:55:41,152
SOLID IN SOME AREAS, WHAT ARE

1517
00:55:41,152 --> 00:55:45,724
YOUR THOUGHTS WHERE WE CAN USE

1518
00:55:45,724 --> 00:55:46,625
FURTHER DEVELOPMENT?

1519
00:55:46,625 --> 00:55:47,792
I'LL TURN TO KARLA TO PARTICULAR

1520
00:55:47,792 --> 00:55:48,793
US OFF.

1521
00:55:48,793 --> 00:55:51,763
>> THANK YOU, HOLLY.

1522
00:55:51,763 --> 00:55:53,131
YEAH, AREA OF OUTCOME MEASURES,

1523
00:55:53,131 --> 00:55:54,833
I'VE BEEN DOING FOR A WHILE.

1524
00:55:54,833 --> 00:55:57,569
MY POSTDOC FOCUS MY TRAINING IN

1525
00:55:57,569 --> 00:55:58,670
OUTCOMES MEASUREMENT RESEARCH,

1526
00:55:58,670 --> 00:56:00,071
AND IN FULL DISCLOSURE ONE OF

1527
00:56:00,071 --> 00:56:01,740
THE TOOLS I'VE USED AS PART OF

1528
00:56:01,740 --> 00:56:03,608
MY POSTDOC IS CALLED THE FOCUS

1529
00:56:03,608 --> 00:56:05,877
ON THE OUTCOMES OF COMMUNICATION

1530
00:56:05,877 --> 00:56:07,846
UNDER SIX.

1531
00:56:07,846 --> 00:56:09,481
FOR ME, HOLLY, WHAT YOU WERE

1532
00:56:09,481 --> 00:56:11,883
SAYING ABOUT THE MEANINGFULNESS,

1533
00:56:11,883 --> 00:56:14,219
THAT'S WHY I FOCUSED ON

1534
00:56:14,219 --> 00:56:15,086
FUNCTIONAL ASPECT OF

1535
00:56:15,086 --> 00:56:16,288
COMMUNICATION BECAUSE WHILE A

1536
00:56:16,288 --> 00:56:18,356
CHILD MIGHT NOT USE LARGE NUMBER

1537
00:56:18,356 --> 00:56:20,225
OF WORDS AND COMPLEX WORDS, ARE

1538
00:56:20,225 --> 00:56:21,760
THEY ABLE TO BE FUNCTIONAL, AND

1539
00:56:21,760 --> 00:56:23,395
I FEEL THAT WHEN WE HAVE A

1540
00:56:23,395 --> 00:56:27,332
STARTING POINT WITH TALKING TO A

1541
00:56:27,332 --> 00:56:28,600
PARENT, QUESTIONS ABOUT THEIR

1542
00:56:28,600 --> 00:56:31,202
CHILDREN, THEY CAN GIVE YOU

1543
00:56:31,202 --> 00:56:33,071
SOMETHING POSITIVE, A YES, BUT

1544
00:56:33,071 --> 00:56:34,706
NOT AS MUCH, IT'S A BETTER

1545
00:56:34,706 --> 00:56:36,775
STARTING POINT THAN HEARING A

1546
00:56:36,775 --> 00:56:39,944
SERIES OF NOs, NOs, THEY

1547
00:56:39,944 --> 00:56:42,314
CAN'T, THEY CAN'T, SO IT SETS UP

1548
00:56:42,314 --> 00:56:42,914
THE CONVERSATION, PARTNERSHIP

1549
00:56:42,914 --> 00:56:44,349
WITH THE PARENT TO LEARN MORE

1550
00:56:44,349 --> 00:56:45,216
ABOUT THEIR CHILD.

1551
00:56:45,216 --> 00:56:47,519
A TOOL LIKE THAT PUTS THE PARENT

1552
00:56:47,519 --> 00:56:48,920
IN THE DRIVER'S SEAT BECAUSE

1553
00:56:48,920 --> 00:56:49,788
WE'RE SAYING RIGHT AWAY WE'RE

1554
00:56:49,788 --> 00:56:51,523
GOING TO LEARN FROM YOU ABOUT

1555
00:56:51,523 --> 00:56:53,191
YOUR CHILD BECAUSE WHAT I SEE IS

1556
00:56:53,191 --> 00:56:55,260
ONLY ONE POINT IN TIME, WHAT YOU

1557
00:56:55,260 --> 00:56:57,028
SEE IS ACROSS TIME.

1558
00:56:57,028 --> 00:56:58,997
SO MEASURES THAT ALLOW ME TO

1559
00:56:58,997 --> 00:57:00,965
GIVE PARENTS AN OPPORTUNITY TO

1560
00:57:00,965 --> 00:57:02,934
TALK ABOUT THEIR CHILDREN, SO

1561
00:57:02,934 --> 00:57:03,702
THAT FUNCTIONAL COMMUNICATION

1562
00:57:03,702 --> 00:57:06,137
WILL THINK ABOUT THE CHILD IN

1563
00:57:06,137 --> 00:57:07,739
CONTEXT OF THE ENVIRONMENT,

1564
00:57:07,739 --> 00:57:09,274
COMMUNICATING IN DIFFERENT WAYS,

1565
00:57:09,274 --> 00:57:10,041
WITH DIFFERENT PEOPLE, BENEFIT

1566
00:57:10,041 --> 00:57:14,646
OF A TOOL LIKE THE  THE FOCUS IY

1567
00:57:14,646 --> 00:57:16,514
HAVE PROFILE SECTIONS ON IT SO

1568
00:57:16,514 --> 00:57:18,483
YOU CAN LOOK AT PLAY, LANGUAGE,

1569
00:57:18,483 --> 00:57:18,917
SOCIAL.

1570
00:57:18,917 --> 00:57:23,321
AND YOU CAN GET A GARNERING,

1571
00:57:23,321 --> 00:57:28,660
WHAT ARE THE STRENGTH AREAS, AND

1572
00:57:28,660 --> 00:57:29,661
SO SPEECH LANGUAGE PATHOLOGISTS

1573
00:57:29,661 --> 00:57:31,930
CAN WALK THROUGH WITH A PART.

1574
00:57:31,930 --> 00:57:33,898
THE FOCUS TOOL, THE CLINICIAN

1575
00:57:33,898 --> 00:57:35,133
CAN USE THE TOOL AT THE SAME

1576
00:57:35,133 --> 00:57:37,402
TIME AS THE PARENT SO YOU GET

1577
00:57:37,402 --> 00:57:38,636
UNDERSTANDING FROM PARENT AND

1578
00:57:38,636 --> 00:57:39,938
CLINICIAN ABOUT THAT CHILD'S

1579
00:57:39,938 --> 00:57:40,372
PERSPECTIVE.

1580
00:57:40,372 --> 00:57:42,874
SO THAT'S BEEN A GO-TO OF MINE

1581
00:57:42,874 --> 00:57:48,713
FOR I'D SAY THE LAST DECADE,

1582
00:57:48,713 --> 00:57:50,248
FINDING INFORMATION THROUGH THE

1583
00:57:50,248 --> 00:57:52,117
TOOL, NOT ONLY MONOLINGUAL

1584
00:57:52,117 --> 00:57:53,985
SPEAKERS BUT USING THAT TOOL

1585
00:57:53,985 --> 00:57:56,154
EVEN THOUGH INITIALLY DEVELOPED

1586
00:57:56,154 --> 00:57:57,589
FOR MONOLINGUAL SPEAKERS OF

1587
00:57:57,589 --> 00:57:58,690
ENGLISH, THERE'S A FRENCH

1588
00:57:58,690 --> 00:58:01,092
VERSION, WE'VE USED IT IN THE

1589
00:58:01,092 --> 00:58:02,360
JAMAICAN CONTEXT, FOR EXAMPLE,

1590
00:58:02,360 --> 00:58:04,596
ALSO TRANSLATED INTO A NUMBER OF

1591
00:58:04,596 --> 00:58:07,365
OTHER LANGUAGES THAT CAN MAKE

1592
00:58:07,365 --> 00:58:09,334
THAT INSIGHT MORE ACROSS

1593
00:58:09,334 --> 00:58:09,968
DIFFERENT -- REPRESENTATIVENESS

1594
00:58:09,968 --> 00:58:11,903
OF HOW CHILDREN USE LANGUAGE IN

1595
00:58:11,903 --> 00:58:13,838
DIFFERENT LANGUAGES, NOT JUST IN

1596
00:58:13,838 --> 00:58:15,140
ONE LANGUAGE ONLY.

1597
00:58:15,140 --> 00:58:18,510
I'LL TURN THINGS OVER TO MY

1598
00:58:18,510 --> 00:58:19,277
COLLEAGUES.

1599
00:58:19,277 --> 00:58:19,544
>> OKAY.

1600
00:58:19,544 --> 00:58:25,650
MARY, WHAT THOUGHTS DO YOU HAVE?

1601
00:58:25,650 --> 00:58:26,084
>> SO MANY.

1602
00:58:26,084 --> 00:58:32,424
I THINK A LOT -- I FEEL LOT A

1603
00:58:32,424 --> 00:58:34,492
LOT OF TOPICS ARE INTERRELATED.

1604
00:58:34,492 --> 00:58:36,261
WHO IS YOUR AUDIENCE, RIGHT?  IF

1605
00:58:36,261 --> 00:58:38,196
YOU'RE GOING TO, AGAIN, TRY FOR

1606
00:58:38,196 --> 00:58:40,832
PUBLICATION OR THINGS LIKE THAT,

1607
00:58:40,832 --> 00:58:44,903
PEOPLE EXPECT CERTAIN TYPES OF

1608
00:58:44,903 --> 00:58:46,104
MEASURES, HOW CLEANLY DO THEY

1609
00:58:46,104 --> 00:58:47,405
THEY ANSWER THE QUESTION, HOW

1610
00:58:47,405 --> 00:58:49,274
WELL DOES IT MATCH, AND THESE

1611
00:58:49,274 --> 00:58:51,709
ARE IMPORTANT THINGS TO ANSWER

1612
00:58:51,709 --> 00:58:52,577
CERTAIN SCIENTIFIC QUESTIONS.

1613
00:58:52,577 --> 00:58:55,413
AND THEN THERE ARE THE THINGS,

1614
00:58:55,413 --> 00:58:58,049
YOU KNOW, ONE THING I'VE SEEN

1615
00:58:58,049 --> 00:58:59,984
SOMETIMES IS WITH OUR STUDY,

1616
00:58:59,984 --> 00:59:08,226
THERE WILL BE A MISMATCH BETWEEN

1617
00:59:08,226 --> 00:59:10,595
WHAT WE THINK AND WHAT THE

1618
00:59:10,595 --> 00:59:11,296
FAMILY FEELS.

1619
00:59:11,296 --> 00:59:12,597
WHY IS THAT THERE?

1620
00:59:12,597 --> 00:59:14,332
WHAT ARE THEY LOOKING AT?

1621
00:59:14,332 --> 00:59:15,533
HOW ARE WE COMMUNICATING ABOUT

1622
00:59:15,533 --> 00:59:17,168
WHAT WE'RE FINDING THAT WE THINK

1623
00:59:17,168 --> 00:59:19,070
IS GREAT OR WHAT ARE THEY

1624
00:59:19,070 --> 00:59:21,439
FINDING THAT'S SO GREAT ABOUT

1625
00:59:21,439 --> 00:59:24,309
WHAT WE HAVEN'T BEEN ABLE TO

1626
00:59:24,309 --> 00:59:25,710
MEASURE, OR THINGS THAT SEEM

1627
00:59:25,710 --> 00:59:27,045
LIKE THEY SHOULD WORK.

1628
00:59:27,045 --> 00:59:28,580
SO FOR EXAMPLE ONE OF THE THINGS

1629
00:59:28,580 --> 00:59:31,082
WE DO WITH OUR TODDLERS IS A

1630
00:59:31,082 --> 00:59:33,718
PROBE TO SEE IF THEY WILL, YOU

1631
00:59:33,718 --> 00:59:37,021
KNOW, SAY THE WORD, THEY NEVER

1632
00:59:37,021 --> 00:59:37,355
DO THAT.

1633
00:59:37,355 --> 00:59:39,524
LIKE IT IS NOT A TODDLER

1634
00:59:39,524 --> 00:59:40,625
BEHAVIOR WITH THE TODDLERS THAT

1635
00:59:40,625 --> 00:59:41,292
WE WORK WITH.

1636
00:59:41,292 --> 00:59:42,494
THEY WILL SAY IT BEFORE, THEY

1637
00:59:42,494 --> 00:59:43,495
WILL SAY IT AFTER.

1638
00:59:43,495 --> 00:59:45,563
THEY WILL SAY IT AT HOME.

1639
00:59:45,563 --> 00:59:48,199
ASK THEM IN A PROBE.

1640
00:59:48,199 --> 00:59:49,734
NOT DOING IT.

1641
00:59:49,734 --> 00:59:51,736
THAT SEEMS LIKE A GREAT MEASURE

1642
00:59:51,736 --> 00:59:53,238
IN A GRANT OR SOMETHING BUT IF

1643
00:59:53,238 --> 00:59:54,906
YOU'VE EVER WORKED WITH A

1644
00:59:54,906 --> 00:59:59,077
TODDLER IT'S NOT A GOOD ONE.

1645
00:59:59,077 --> 01:00:00,645
SO I THINK JUST COMING UP WITH

1646
01:00:00,645 --> 01:00:01,412
THOSE THINGS.

1647
01:00:01,412 --> 01:00:04,148
I WAS INSPIRED AT THE LAST --

1648
01:00:04,148 --> 01:00:08,286
FOR THOSE ABLE TO GO, I THINK

1649
01:00:08,286 --> 01:00:11,155
DR. CHRISTY JOHNSON, DOING

1650
01:00:11,155 --> 01:00:17,595
AMAZING THINGS WITH CAMERAS AND

1651
01:00:17,595 --> 01:00:18,696
FINDING REALLY GREAT WAYS TO

1652
01:00:18,696 --> 01:00:20,765
MEASURE OTHER TIMES OF BEHAVIORS

1653
01:00:20,765 --> 01:00:23,067
A LITTLE BIT LESS, YOU KNOW,

1654
01:00:23,067 --> 01:00:24,836
CHECK-MARKABLE, IF YOU WILL, SO

1655
01:00:24,836 --> 01:00:26,037
I'M REALLY LOOKING FORWARD TO

1656
01:00:26,037 --> 01:00:27,338
SEEING WHAT OTHER PEOPLE IN THE

1657
01:00:27,338 --> 01:00:30,542
AREA ARE DOING WITH THAT

1658
01:00:30,542 --> 01:00:33,478
BECAUSE, AGAIN, A LOT IS THE

1659
01:00:33,478 --> 01:00:33,711
PURPOSE.

1660
01:00:33,711 --> 01:00:35,213
SOMETIMES WHAT THE PARENT LOVED

1661
01:00:35,213 --> 01:00:36,981
WAS, WOW, MY CHILD IS

1662
01:00:36,981 --> 01:00:40,585
INTERACTING WITH OTHER PEOPLE SO

1663
01:00:40,585 --> 01:00:41,386
WELL, NEW CLINICIANS HERE,

1664
01:00:41,386 --> 01:00:43,021
FRIENDLY TO THE KIDS IN THE

1665
01:00:43,021 --> 01:00:45,623
PLAYGROUND, THIS AND THAT.

1666
01:00:45,623 --> 01:00:46,624
THAT WASN'T PART OF THE MEASURE

1667
01:00:46,624 --> 01:00:47,725
BUT IS IT VALUABLE?

1668
01:00:47,725 --> 01:00:48,593
HECK YES.

1669
01:00:48,593 --> 01:00:49,928
BUT THAT WASN'T OUR RESEARCH

1670
01:00:49,928 --> 01:00:52,330
QUESTION SO WE CAN'T REPORT IT

1671
01:00:52,330 --> 01:00:52,764
THERE.

1672
01:00:52,764 --> 01:00:53,631
SO THINKING ABOUT LIKE THERE'S

1673
01:00:53,631 --> 01:00:55,066
SO MANY THINGS TO MEASURE, WHICH

1674
01:00:55,066 --> 01:00:56,000
DO YOU DO?

1675
01:00:56,000 --> 01:01:00,204
BUT I THINK A LOT COMES DOWN TO

1676
01:01:00,204 --> 01:01:01,739
WHO IS THE AUDIENCE YOU'RE

1677
01:01:01,739 --> 01:01:03,274
TRYING TO COMMUNICATE WITH.

1678
01:01:03,274 --> 01:01:03,575
>> GREAT.

1679
01:01:03,575 --> 01:01:05,009
NAN, WE'LL TURN TO YOU.

1680
01:01:05,009 --> 01:01:06,244
ALSO MAYBE IF YOU CAN

1681
01:01:06,244 --> 01:01:08,212
INCORPORATE SOME OF THE COMMENTS

1682
01:01:08,212 --> 01:01:10,148
THAT YOU TYPED TO OUR QUESTIONER

1683
01:01:10,148 --> 01:01:12,383
OUT THERE.

1684
01:01:12,383 --> 01:01:12,684
>> GREAT.

1685
01:01:12,684 --> 01:01:14,252
>> THAT FALLS IN HERE.

1686
01:01:14,252 --> 01:01:15,887
>> MY PARENT GRANT, EVEN
PART OF

1687
01:01:15,887 --> 01:01:18,957
THE SUPPLEMENT WE'RE FOCUSED ON

1688
01:01:18,957 --> 01:01:19,457
GRAMMATICAL DEVELOPMENT.

1689
01:01:19,457 --> 01:01:21,025
I'M VERY MUCH A FAN OF THE

1690
01:01:21,025 --> 01:01:23,127
FUNCTIONAL MEASURES BUT WE WERE

1691
01:01:23,127 --> 01:01:26,664
DEALING WITH KIDS WHO BASICALLY

1692
01:01:26,664 --> 01:01:28,499
WERE NOT SOCIALLY AT RISK BUT

1693
01:01:28,499 --> 01:01:30,602
REALLY WERE HAVING PROBLEMS

1694
01:01:30,602 --> 01:01:31,035
LEARNING GRAMMAR.

1695
01:01:31,035 --> 01:01:33,871
AND SO ONE OF THE THINGS THAT WE

1696
01:01:33,871 --> 01:01:34,973
HAVE BEEN CONCERNED ABOUT

1697
01:01:34,973 --> 01:01:36,474
MEASURES THAT WE TEND TO USE.

1698
01:01:36,474 --> 01:01:39,010
TO MAKE A LONG STORY SHORT,

1699
01:01:39,010 --> 01:01:42,313
WE'RE KIND OF AT THE POINT WE

1700
01:01:42,313 --> 01:01:43,381
FEEL LANGUAGE SAMPLE ANALYSIS

1701
01:01:43,381 --> 01:01:45,783
WHICH ALL OF US HAVE TRIED TO

1702
01:01:45,783 --> 01:01:47,018
USE AT ONE POINT OR ANOTHER

1703
01:01:47,018 --> 01:01:50,221
NEEDS TO BE DIVIDED INTO TWO

1704
01:01:50,221 --> 01:01:51,623
DIFFERENT GOALS, MAYBE.

1705
01:01:51,623 --> 01:01:54,492
ONE IS TO SEE WHETHER OR NOT THE

1706
01:01:54,492 --> 01:01:56,694
LANGUAGE SAMPLE CAN HELP AUGMENT

1707
01:01:56,694 --> 01:01:57,061
IDENTIFICATION.

1708
01:01:57,061 --> 01:01:59,430
WHICH A LOT OF PEOPLE HAVE

1709
01:01:59,430 --> 01:02:00,565
THOUGHT LANGUAGE SAMPLE MEASURES

1710
01:02:00,565 --> 01:02:02,100
CAN BUT I'M HERE TO TELL YOU

1711
01:02:02,100 --> 01:02:04,102
ONLY ONE SEEMS TO WORK RIGHT

1712
01:02:04,102 --> 01:02:04,535
NOW.

1713
01:02:04,535 --> 01:02:05,970
AND THEN HOW TO GUIDE

1714
01:02:05,970 --> 01:02:06,304
REMEDIATION.

1715
01:02:06,304 --> 01:02:08,039
IN OTHER WORDS, HOW TO TELL THE

1716
01:02:08,039 --> 01:02:09,273
THERAPIST WHAT SORTS OF THINGS

1717
01:02:09,273 --> 01:02:11,776
MIGHT BE USEFUL TO WORK ON.

1718
01:02:11,776 --> 01:02:15,079
SO WHAT WE FOUND IN A NUTSHELL

1719
01:02:15,079 --> 01:02:18,583
IS THAT MLU IS VERY GOOD AT

1720
01:02:18,583 --> 01:02:19,784
DISCRIMINATING GROWTH IN TIME,

1721
01:02:19,784 --> 01:02:23,521
GROWTH ACROSS TIME IN CHILDREN,

1722
01:02:23,521 --> 01:02:24,389
DISCRIMINATING TYPICAL FROM

1723
01:02:24,389 --> 01:02:25,123
ATYPICAL LEARNERS.

1724
01:02:25,123 --> 01:02:30,128
IT'S NOT VERY HELP FOLLOW A

1725
01:02:30,128 --> 01:02:30,828
THERAPIST.

1726
01:02:30,828 --> 01:02:34,932
AND SO WHAT WE HAVE FOUND AT THE

1727
01:02:34,932 --> 01:02:36,901
SAME TIME USING

1728
01:02:36,901 --> 01:02:37,502
COMPUTER-ASSISTED ANALYSIS

1729
01:02:37,502 --> 01:02:40,204
THINGS LIKE DEVELOPMENTAL

1730
01:02:40,204 --> 01:02:41,305
SENTENCE SCORING, INDEX OF

1731
01:02:41,305 --> 01:02:49,547
PRODUCTIVE  SYNTAX ARE NOT

1732
01:02:49,547 --> 01:02:55,453
FABULOUS WITH PSYCHOMETRIC

1733
01:02:55,453 --> 01:02:56,654
PROPERTIES BUT GIVE A LOT TO

1734
01:02:56,654 --> 01:02:57,221
WORK ABOUT.

1735
01:02:57,221 --> 01:02:59,924
WHAT ABOUT KIDS WHO SPEAK A

1736
01:02:59,924 --> 01:03:00,958
DIFFERENT VERSION OF ENGLISH,

1737
01:03:00,958 --> 01:03:06,631
WAS THE QUESTION IN THE CHAT?

1738
01:03:06,631 --> 01:03:07,165
WE RELEASED BLACK ENGLISH

1739
01:03:07,165 --> 01:03:08,933
SENTENCE SCORING WHICH WE DID

1740
01:03:08,933 --> 01:03:11,769
NOT DEVELOP BUT HAVE COMPUTER

1741
01:03:11,769 --> 01:03:13,738
AUGMENTED SO YOU CAN ASSESS

1742
01:03:13,738 --> 01:03:15,273
CHILDREN WHOSE VERSION OF

1743
01:03:15,273 --> 01:03:16,908
ENGLISH MIGHT BE, SAY, AFRICAN

1744
01:03:16,908 --> 01:03:18,976
AMERICAN ENGLISH, OR OTHER

1745
01:03:18,976 --> 01:03:21,412
VERSIONS, TRYING TO SHIFT THE

1746
01:03:21,412 --> 01:03:23,614
POINTING TO THINGS COMMON ACROSS

1747
01:03:23,614 --> 01:03:28,186
DIALECTS OF ENGLISH AND NOT

1748
01:03:28,186 --> 01:03:28,553
DISCRIMINATING.

1749
01:03:28,553 --> 01:03:32,056
THE OTHER QUESTION IN THE CHAT,

1750
01:03:32,056 --> 01:03:32,824
COMPLICATED QUESTION, FROM VAL

1751
01:03:32,824 --> 01:03:35,026
WHO I HAVEN'T SEEN IN A WHILE,

1752
01:03:35,026 --> 01:03:38,196
WHAT DO WE DO ABOUT USING ASR TO

1753
01:03:38,196 --> 01:03:40,198
MAKE LANGUAGE SAMPLE ANALYSIS

1754
01:03:40,198 --> 01:03:40,431
BETTER.

1755
01:03:40,431 --> 01:03:42,266
ASR IS GETTING BETTER BUT FOR

1756
01:03:42,266 --> 01:03:45,570
KIDS AND PARTICULARLY KIDS WHO

1757
01:03:45,570 --> 01:03:46,704
ARE ALSO PHONEOLOGICALLY NOT

1758
01:03:46,704 --> 01:03:49,874
WHERE THEY NEED TO BE, AND MY

1759
01:03:49,874 --> 01:03:51,275
KIDS STUTTERING, YOU ALMOST HAVE

1760
01:03:51,275 --> 01:03:53,678
TO DO SO MUCH HAND TOOLING, HAND

1761
01:03:53,678 --> 01:03:55,213
CORRECTION AFTERWARDS, THAT IT'S

1762
01:03:55,213 --> 01:03:56,347
NOT THERE.

1763
01:03:56,347 --> 01:03:57,248
HOWEVER, IT'S GETTING BETTER

1764
01:03:57,248 --> 01:03:58,750
WITH EACH AND EVERY DAY.

1765
01:03:58,750 --> 01:04:01,085
SO WE'RE HOPING IN THE NEXT FEW

1766
01:04:01,085 --> 01:04:02,720
YEARS THAT WILL TAKE A LOT OF

1767
01:04:02,720 --> 01:04:04,689
BURDEN OUT OF LANGUAGE SAMPLE

1768
01:04:04,689 --> 01:04:08,392
ANNUAL SILLS TOO -- ANALYSIS

1769
01:04:08,392 --> 01:04:08,659
TOO.

1770
01:04:08,659 --> 01:04:10,495
>> I'D LIKE TO PUSH US IN
A

1771
01:04:10,495 --> 01:04:10,962
DIFFERENT DIRECTION.

1772
01:04:10,962 --> 01:04:13,431
WE'RE WILL A LITTLE BIT,

1773
01:04:13,431 --> 01:04:14,632
THINKING ABOUT TECHNOLOGY.

1774
01:04:14,632 --> 01:04:16,734
MARY HAD MENTIONED ONE OF THE

1775
01:04:16,734 --> 01:04:18,369
TALKS FROM LAST WEEK, NOVEL

1776
01:04:18,369 --> 01:04:21,239
APPROACHES, AND WE HAD SOME GOOD

1777
01:04:21,239 --> 01:04:23,307
DISCUSSION LAST TIME ABOUT

1778
01:04:23,307 --> 01:04:24,609
MACHINE LEARNING APPROACHES, AND

1779
01:04:24,609 --> 01:04:26,811
NAN WAS TALKING ABOUT THE

1780
01:04:26,811 --> 01:04:27,578
AUTOMATIC SPEECH RECOGNITION,

1781
01:04:27,578 --> 01:04:30,948
SOME OF THE TOOLS THAT SHE'S

1782
01:04:30,948 --> 01:04:32,617
CREATED FOR LANGUAGE SAMPLE

1783
01:04:32,617 --> 01:04:33,084
ANALYSIS.

1784
01:04:33,084 --> 01:04:34,585
I'D LIKE TO OPEN UP TO THIS

1785
01:04:34,585 --> 01:04:36,320
GROUP, ARE THERE OTHER THINGS ON

1786
01:04:36,320 --> 01:04:37,755
THE HORIZON THAT YOU WOULD HOPE

1787
01:04:37,755 --> 01:04:39,724
THAT WE WOULD TAKE ADVANTAGE OF

1788
01:04:39,724 --> 01:04:41,592
OR YOU COULD ALSO ENDORSE ANY OF

1789
01:04:41,592 --> 01:04:43,427
THE THINGS THAT I'VE JUST NAMED

1790
01:04:43,427 --> 01:04:45,296
AS LIKE WE NEED TO BE LOOKING AT

1791
01:04:45,296 --> 01:04:46,931
THAT, SO DAN, YOU HAVE A FINGER

1792
01:04:46,931 --> 01:04:51,169
UP, WHAT DO YOU THINK?

1793
01:04:51,169 --> 01:04:52,436
>> I THINK MULTI-METHOD
APPROACH

1794
01:04:52,436 --> 01:04:54,539
IS OF COURSE ADEAL.

1795
01:04:54,539 --> 01:04:57,175
AND OUR GROUP HAS JUST STARTED

1796
01:04:57,175 --> 01:04:58,709
TO EXPLORE THIS POSSIBILITY.

1797
01:04:58,709 --> 01:05:01,112
MORE RELATED TO MOST OF OUR WORK

1798
01:05:01,112 --> 01:05:04,081
FOCUSED ON INTERVENTION PIECE

1799
01:05:04,081 --> 01:05:05,216
AND TEACHING PARENTS TO SAY

1800
01:05:05,216 --> 01:05:07,852
DIFFERENT THINGS TO THEIR CHILD,

1801
01:05:07,852 --> 01:05:09,253
AND REINFORCE BEHAVIORS, A LOT

1802
01:05:09,253 --> 01:05:14,859
OF WHAT WE DO IS CODE THE SPEECH

1803
01:05:14,859 --> 01:05:15,793
FROM THE PARENT, THINGS THE

1804
01:05:15,793 --> 01:05:17,695
PARENT SAYS TO THE CHILD.

1805
01:05:17,695 --> 01:05:19,764
WE JUST PARTNERED WITH A

1806
01:05:19,764 --> 01:05:24,602
COLLEAGUE, TWO COLLEAGUES IN

1807
01:05:24,602 --> 01:05:25,102
COMPUTER AND ELECTRICAL

1808
01:05:25,102 --> 01:05:26,437
ENGINEERING, THEY HAVE DONE

1809
01:05:26,437 --> 01:05:30,474
PILOT WORK SEPARATE FROM OUR

1810
01:05:30,474 --> 01:05:33,010
TEAM WHERE THEY USED THINGS LIKE

1811
01:05:33,010 --> 01:05:36,414
ChatGPT, IT'S OUT OF MY AREA,

1812
01:05:36,414 --> 01:05:40,785
TO CODE THE PARENTS' LANGUAGE,

1813
01:05:40,785 --> 01:05:43,087
AND COMPARING IT TO HOW WE CODE

1814
01:05:43,087 --> 01:05:44,622
IT AS HUMANS.

1815
01:05:44,622 --> 01:05:46,924
SO THEY JUST -- WE SUBMITTED A

1816
01:05:46,924 --> 01:05:49,460
GRANT TO DO THAT IN MORE DETAIL,

1817
01:05:49,460 --> 01:05:51,762
FOCUS ON THE PARENT LANGUAGE BUT

1818
01:05:51,762 --> 01:05:53,497
THERE ARE REALLY BIG

1819
01:05:53,497 --> 01:05:54,465
IMPLICATIONS FOR POTENTIALLY

1820
01:05:54,465 --> 01:05:56,567
DOING THIS FOR CHILD LANGUAGE,

1821
01:05:56,567 --> 01:06:00,271
AND IF WE'RE ABLE TO DO IT

1822
01:06:00,271 --> 01:06:01,372
SUCCESSFULLY, COULD PROVIDE AN

1823
01:06:01,372 --> 01:06:03,341
OPPORTUNITY TO GIVE REALTIME

1824
01:06:03,341 --> 01:06:05,443
FEEDBACK TO THERAPISTS, PARENTS,

1825
01:06:05,443 --> 01:06:07,612
AS THEY ARE WORKING WITH

1826
01:06:07,612 --> 01:06:08,012
CHILDREN.

1827
01:06:08,012 --> 01:06:08,980
THERE'S HUGE POTENTIAL.

1828
01:06:08,980 --> 01:06:10,748
OBVIOUSLY A LOT OF WORK NEEDS TO

1829
01:06:10,748 --> 01:06:12,083
BE DONE.

1830
01:06:12,083 --> 01:06:16,587
I THINK RELATES TO OUR NEXT

1831
01:06:16,587 --> 01:06:17,555
TOPIC QUESTION, FORESHADOW WHO

1832
01:06:17,555 --> 01:06:19,557
WE NEED TO INVOLVE, WHAT EXPERTS

1833
01:06:19,557 --> 01:06:22,093
WE NEED, IN THE AREA OF

1834
01:06:22,093 --> 01:06:30,034
ENGINEERING AND UNDERSTANDING

1835
01:06:30,034 --> 01:06:30,568
ARTIFICIAL INTELLIGENCE.

1836
01:06:30,568 --> 01:06:30,835
>> GREAT.

1837
01:06:30,835 --> 01:06:33,237
ANYONE HAVE OTHER THOUGHTS?

1838
01:06:33,237 --> 01:06:34,639
GO AHEAD, NAN.

1839
01:06:34,639 --> 01:06:36,173
>> JUST REAL FAST.

1840
01:06:36,173 --> 01:06:38,910
I REALLY STILL AM A GREAT FAN OF

1841
01:06:38,910 --> 01:06:40,344
LANGUAGE SAMPLE ANALYSIS, BOTH

1842
01:06:40,344 --> 01:06:41,412
FUNCTIONAL AND STRUCTURAL LEVEL.

1843
01:06:41,412 --> 01:06:43,514
AND I DO THINK THAT WE'VE MADE A

1844
01:06:43,514 --> 01:06:48,319
LOT OF PROGRESS IN MAKING IT A

1845
01:06:48,319 --> 01:06:50,187
MORE -- A MORE EASY TO

1846
01:06:50,187 --> 01:06:52,924
ACCOMPLISH AND LESS TIME

1847
01:06:52,924 --> 01:06:53,758
CONSUMING PROCESS.

1848
01:06:53,758 --> 01:06:56,193
IT YIELDS A LOT OF RICHNESS WHEN

1849
01:06:56,193 --> 01:06:57,428
YOU CAN DO IT.

1850
01:06:57,428 --> 01:06:59,597
PART OF WHAT WE NEED TO GET

1851
01:06:59,597 --> 01:07:00,364
OVER, UNFORTUNATELY, BECAUSE

1852
01:07:00,364 --> 01:07:02,033
WE'RE ALL SORT OF TALKING TO ONE

1853
01:07:02,033 --> 01:07:04,001
ANOTHER HERE IS THAT EVERY TIME

1854
01:07:04,001 --> 01:07:05,770
WE GO OUT AND SURVEY PEOPLE,

1855
01:07:05,770 --> 01:07:08,773
THEY DON'T WANT TO DO EVEN LOW

1856
01:07:08,773 --> 01:07:15,179
TECH LANGUAGE SAMPLE ANNUAL IS.

1857
01:07:15,179 --> 01:07:19,984
 - ANALYSIS, THE THAT THING THEY

1858
01:07:19,984 --> 01:07:21,719
HATE MORE, PEOPLE ENTER OUR

1859
01:07:21,719 --> 01:07:23,020
FIELD TO GET AWAY FROM

1860
01:07:23,020 --> 01:07:24,989
TECHNOLOGY SO IT'S GOING TO BE I

1861
01:07:24,989 --> 01:07:26,958
THINK A HARD SELL TO GET

1862
01:07:26,958 --> 01:07:28,092
EVERYDAY CLINICIANS TO DO MANY

1863
01:07:28,092 --> 01:07:30,928
OF THESE THINGS.

1864
01:07:30,928 --> 01:07:32,663
AND IT IS DISTURBING IN SOME

1865
01:07:32,663 --> 01:07:35,099
RESPECTS TO ME AS A CLINICIAN

1866
01:07:35,099 --> 01:07:37,735
THAT WHEN WE HAVE CLINICIAN WHO

1867
01:07:37,735 --> 01:07:39,036
IS ACTUALLY DO STUFF, I'M GOING

1868
01:07:39,036 --> 01:07:40,905
TO ANSWER A QUESTION RIGHT NOW,

1869
01:07:40,905 --> 01:07:43,107
WHEN WE DO STUFF LIKE TAKE A

1870
01:07:43,107 --> 01:07:46,143
LANGUAGE SAMPLE, ALL WE KNOW

1871
01:07:46,143 --> 01:07:48,679
FROM STUDIES ARE CLINICIANS ARE

1872
01:07:48,679 --> 01:07:49,880
GETTING ONLY MLU, THAT IS THE

1873
01:07:49,880 --> 01:07:54,251
MEASURE THEY ARE GETTING.

1874
01:07:54,251 --> 01:07:57,855
MLU IS A VERY GOOD DIAGNOSTIC

1875
01:07:57,855 --> 01:08:02,326
MEASURE  BEWE'RE NOT ADDING TO

1876
01:08:02,326 --> 01:08:03,561
DIAGNOSTIC SPECIFICITY IF YOU'RE

1877
01:08:03,561 --> 01:08:04,428
GIVING OTHER TESTS.

1878
01:08:04,428 --> 01:08:12,770
WE NEED TO KNOW HOW TO THEN THE

1879
01:08:12,770 --> 01:08:14,305
CHILD, MLU IS FABULOUS BUT

1880
01:08:14,305 --> 01:08:15,573
DOESN'T HELP A CLINICIAN DECIDE

1881
01:08:15,573 --> 01:08:18,909
HOW TO HELP A CHILD.

1882
01:08:18,909 --> 01:08:19,276
>> WONDERFUL.

1883
01:08:19,276 --> 01:08:20,911
THANKS FOR THOSE THOUGHTS.

1884
01:08:20,911 --> 01:08:22,179
THERE'S ONE QUESTION IN THE
Q&A

1885
01:08:22,179 --> 01:08:24,248
THAT MAYBE WE CAN DEAL WITH

1886
01:08:24,248 --> 01:08:26,350
QUICKLY BEFORE WE MOVE TO

1887
01:08:26,350 --> 01:08:27,218
ANOTHER TOPIC.

1888
01:08:27,218 --> 01:08:30,855
HAS ANYONE HAD EXPERIENCE USING

1889
01:08:30,855 --> 01:08:31,622
THE COMMUNICATION MATRIX?

1890
01:08:31,622 --> 01:08:34,825
DO ANY OF YOU ON THE PANEL HAVE

1891
01:08:34,825 --> 01:08:36,660
EXPERIENCE WITH THAT?

1892
01:08:36,660 --> 01:08:37,895
NOT SEEING ANYONE.

1893
01:08:37,895 --> 01:08:39,697
OKAY F ANY --

1894
01:08:39,697 --> 01:08:41,499
>> I IMMEDIATELY LOOKED IT
UP ON

1895
01:08:41,499 --> 01:08:44,035
MY CELL PHONE AND WILL LOOK AT

1896
01:08:44,035 --> 01:08:44,935
IT LATER.

1897
01:08:44,935 --> 01:08:46,437
>> SORRY WE CAN'T ADD
INSIGHTS

1898
01:08:46,437 --> 01:08:47,438
ON THAT.

1899
01:08:47,438 --> 01:08:52,143
WE'LL MOVE TO OUR THIRD TOPIC,

1900
01:08:52,143 --> 01:08:54,111
WHICH IS ABOUT EXPERTS, DAN

1901
01:08:54,111 --> 01:08:55,546
FORESHADOWED THAT.

1902
01:08:55,546 --> 01:08:56,514
INNOVATION DEVELOPMENT,

1903
01:08:56,514 --> 01:08:58,149
TREATMENT AND ASSESSMENT

1904
01:08:58,149 --> 01:08:59,483
DEVELOPMENT, IS CONDUCTED BY

1905
01:08:59,483 --> 01:08:59,784
TEAMS.

1906
01:08:59,784 --> 01:09:02,520
HOW DO WE FOCUS TOWARDS THE

1907
01:09:02,520 --> 01:09:06,557
RESEARCH EXPERTISE NEEDED FOR

1908
01:09:06,557 --> 01:09:11,262
DEVELOPMENT AND EVALUATION, YOU

1909
01:09:11,262 --> 01:09:13,197
MIGHT HAVE PSYCHOMETRICIAN,

1910
01:09:13,197 --> 01:09:13,898
DOING INTERVENTION YOU MIGHT

1911
01:09:13,898 --> 01:09:15,232
HAVE CLINICAL TRIAL SPECIALIST

1912
01:09:15,232 --> 01:09:17,635
WITH THE USUAL LANGUAGE AND

1913
01:09:17,635 --> 01:09:18,669
COMMUNICATION DISORDER EXPERTS.

1914
01:09:18,669 --> 01:09:21,472
BUT IF OUR GOAL IS TO IMPACT

1915
01:09:21,472 --> 01:09:24,308
LIVES OF INDIVIDUALS WITH

1916
01:09:24,308 --> 01:09:24,842
LANGUAGE AND COMMUNICATION

1917
01:09:24,842 --> 01:09:26,177
STRUGGLES, THERE ARE OTHER

1918
01:09:26,177 --> 01:09:29,013
PEOPLE WHO HAVE PIECES TO THIS

1919
01:09:29,013 --> 01:09:29,480
PUZZLE.

1920
01:09:29,480 --> 01:09:31,882
SO AS WE ARE TALKING EARLIER,

1921
01:09:31,882 --> 01:09:34,185
WHAT MAKES THE DIFFERENCE FOR A

1922
01:09:34,185 --> 01:09:35,252
PARENT OR CAREGIVER, WHAT DO

1923
01:09:35,252 --> 01:09:37,988
THEY WANT FOR THEIR CHILD, WHAT

1924
01:09:37,988 --> 01:09:40,391
PROBLEMS DO TEACHERS OR SLPs

1925
01:09:40,391 --> 01:09:40,958
NEED SOLVED?

1926
01:09:40,958 --> 01:09:44,128
SO WHAT ARE YOUR THOUGHTS ABOUT

1927
01:09:44,128 --> 01:09:45,930
WHAT EXPERTISE IS NEEDED, AT

1928
01:09:45,930 --> 01:09:48,632
WHAT POINT DURING THIS KIND OF

1929
01:09:48,632 --> 01:09:49,633
DEVELOPMENTAL AND RESEARCH

1930
01:09:49,633 --> 01:09:49,967
PROCESS?

1931
01:09:49,967 --> 01:09:54,338
AND HOW DO YOU GO ABOUT

1932
01:09:54,338 --> 01:09:55,639
INVOLVING PEOPLE WITH EXPERTISE?

1933
01:09:55,639 --> 01:09:57,041
SO, DAN, CAN YOU START US OFF

1934
01:09:57,041 --> 01:10:04,548
SINCE YOU YOU  ALLUDED TO THIS .

1935
01:10:04,548 --> 01:10:04,815
>> SURE.

1936
01:10:04,815 --> 01:10:08,352
I THINK AS YOU SAID WE ALL

1937
01:10:08,352 --> 01:10:10,788
START -- WE ALL NEED

1938
01:10:10,788 --> 01:10:11,755
COLLABORATIVE TEAMS.

1939
01:10:11,755 --> 01:10:12,957
I'M A CLINICAL CHILD

1940
01:10:12,957 --> 01:10:14,658
PSYCHOLOGIST, MY EXPERT IS NOT

1941
01:10:14,658 --> 01:10:15,259
IN LANGUAGE.

1942
01:10:15,259 --> 01:10:16,794
THE WORK I'VE BEEN PURSUING AS

1943
01:10:16,794 --> 01:10:19,530
PART OF THE TALK INITIATIVE I'M

1944
01:10:19,530 --> 01:10:23,267
WORKING CLOSELY WITH MY

1945
01:10:23,267 --> 01:10:26,337
COLLEAGUE DR. MELISSA BERALT ON

1946
01:10:26,337 --> 01:10:27,438
THE CALL.

1947
01:10:27,438 --> 01:10:28,939
SO SHE STUDIES -- PARTICULARLY

1948
01:10:28,939 --> 01:10:31,041
OUR WORK IS DONE IN MIAMI WHERE

1949
01:10:31,041 --> 01:10:34,678
MANY OF OUR FAMILIES ARE ALSO

1950
01:10:34,678 --> 01:10:36,413
BILINGUAL, ENGLISH AND SPANISH,

1951
01:10:36,413 --> 01:10:39,250
I RELY HEAVILY ON HER EXPERTISE

1952
01:10:39,250 --> 01:10:42,119
AS AN EXPERT IN BILINGUAL

1953
01:10:42,119 --> 01:10:44,855
DEVELOPMENT, SHE'S WORKED WITH A

1954
01:10:44,855 --> 01:10:46,490
LOT OF COMMUNITY STAKEHOLDERS

1955
01:10:46,490 --> 01:10:48,993
THAT HELP INFORM HER WORK AND

1956
01:10:48,993 --> 01:10:53,063
INFORM OUR COLLABORATIVE WORK

1957
01:10:53,063 --> 01:10:53,330
TOGETHER.

1958
01:10:53,330 --> 01:10:54,598
CERTAINLY THE EXPERTISE NEEDS TO

1959
01:10:54,598 --> 01:10:57,034
BE COLLABORATED BUT AS YOU

1960
01:10:57,034 --> 01:11:00,938
ALLUDED TO AS WELL, HOLLY, THAT

1961
01:11:00,938 --> 01:11:02,173
FAMILIES AND ALSO PROVIDERS'

1962
01:11:02,173 --> 01:11:05,342
INPUT IS ESSENTIAL.

1963
01:11:05,342 --> 01:11:07,645
SO, IN OUR WORK WE STARTED TO DO

1964
01:11:07,645 --> 01:11:11,148
PILOT WORK, WAITING ON FUNDING

1965
01:11:11,148 --> 01:11:15,219
FOR HOPEFULLY OTHER WORK WITH

1966
01:11:15,219 --> 01:11:16,854
EARLY INTERVENTION, WORKING WITH

1967
01:11:16,854 --> 01:11:19,023
PROVIDERS WHO DEAL WITH, YOU

1968
01:11:19,023 --> 01:11:21,959
KNOW, THEY PRIMARILY SEE KIDS

1969
01:11:21,959 --> 01:11:25,696
WITH LANGUAGE, THE MOST COMMON

1970
01:11:25,696 --> 01:11:27,264
REFERRAL TO EARLY INTERVENTION,

1971
01:11:27,264 --> 01:11:28,666
WORKING CLOSELY, FINDING OUT

1972
01:11:28,666 --> 01:11:34,138
WHAT THEIR NEEDS ARE, HOW WE CAN

1973
01:11:34,138 --> 01:11:35,239
HELP EVIDENCE-BASED PRACTICES WE

1974
01:11:35,239 --> 01:11:38,075
KNOW FROM OUR RESEARCH, HOW TO

1975
01:11:38,075 --> 01:11:40,044
GET INTO THAT THEIR EVERYDAY

1976
01:11:40,044 --> 01:11:40,377
WORK.

1977
01:11:40,377 --> 01:11:41,779
I THINK THAT'S CRITICAL.

1978
01:11:41,779 --> 01:11:43,981
IN TERMS OF -- CERTAINLY THE

1979
01:11:43,981 --> 01:11:46,884
FAMILY PIECE AS WELL, BRINGING

1980
01:11:46,884 --> 01:11:50,221
FAMILIES INTO THE CONVERSATION,

1981
01:11:50,221 --> 01:11:51,322
ARE WE IMPACTING ON THINGS

1982
01:11:51,322 --> 01:11:52,523
IMPORTANT FOR THEM AND THEIR

1983
01:11:52,523 --> 01:11:53,958
KIDS AND THEIR NEEDS.

1984
01:11:53,958 --> 01:11:56,327
IN TERMS OF THE QUESTION ABOUT

1985
01:11:56,327 --> 01:11:57,761
TIMING, AT ALL STAGES IT'S

1986
01:11:57,761 --> 01:11:58,095
IMPORTANT.

1987
01:11:58,095 --> 01:12:02,233
I THINK WE TEND TO FOCUS ON THE

1988
01:12:02,233 --> 01:12:03,100
INTERVENTION DEVELOPMENT STAGE

1989
01:12:03,100 --> 01:12:05,669
AND WE NEED ALL THESE

1990
01:12:05,669 --> 01:12:06,737
STAKEHOLDERS, DEVELOP OUR

1991
01:12:06,737 --> 01:12:08,472
INTERVENTIONS, WE'LL JUST TEST

1992
01:12:08,472 --> 01:12:12,977
IT AND A LOT OF TIMES FORGET

1993
01:12:12,977 --> 01:12:14,511
THOSE IMPORTANT KEY

1994
01:12:14,511 --> 01:12:15,279
STAKEHOLDERS, PROVIDERS AND

1995
01:12:15,279 --> 01:12:17,181
PARENTS, AT LATER STAGES.

1996
01:12:17,181 --> 01:12:19,216
SO WHILE WE'RE ONGOING

1997
01:12:19,216 --> 01:12:21,185
CONDUCTING TRIALS, GETTING

1998
01:12:21,185 --> 01:12:24,388
ONGOING FEEDBACK, WHEN WE HAVE

1999
01:12:24,388 --> 01:12:25,256
RESULTS, SHARING OUR RESULTS, I

2000
01:12:25,256 --> 01:12:27,224
THINK IT'S REALLY IMPORTANT TO

2001
01:12:27,224 --> 01:12:29,093
GET THAT INFORMATION AT ALL

2002
01:12:29,093 --> 01:12:30,628
STAGES AND HAVE THAT

2003
01:12:30,628 --> 01:12:31,829
COLLABORATION WITH PROVIDERS AND

2004
01:12:31,829 --> 01:12:35,366
FAMILIES AT ALL STAGES OF

2005
01:12:35,366 --> 01:12:36,333
INTERVENTION TEST, I'LL LEAVE IT

2006
01:12:36,333 --> 01:12:38,636
AT THAT AND SEE WHAT MY

2007
01:12:38,636 --> 01:12:39,403
COLLEAGUES THINK.

2008
01:12:39,403 --> 01:12:41,272
>> KARLA, WHAT WOULD YOU
LIKE TO

2009
01:12:41,272 --> 01:12:41,805
ADD?

2010
01:12:41,805 --> 01:12:42,306
>> YES.

2011
01:12:42,306 --> 01:12:44,241
THANK YOU, I AGREE WITH DAN, A

2012
01:12:44,241 --> 01:12:47,077
LOT OF WHAT HE WAS SAYING IS

2013
01:12:47,077 --> 01:12:48,746
FRAMED IN A COMMUNITY-BASED

2014
01:12:48,746 --> 01:12:49,813
PARTICIPATORY RESEARCH FRAMEWORK

2015
01:12:49,813 --> 01:12:52,316
SO THE IDEA OF THESE

2016
01:12:52,316 --> 01:12:53,984
STAKEHOLDERS, PEOPLE THINK WHY

2017
01:12:53,984 --> 01:13:01,959
DO YOU SAY STAKEHOLDERS, PEOPLE

2018
01:13:01,959 --> 01:13:03,661
WITH A STAKE IN THE MATTER, TO

2019
01:13:03,661 --> 01:13:07,431
UNDERSTAND AT INCEPTION RATHER

2020
01:13:07,431 --> 01:13:11,935
THAN DO THIS HINDSIGHT, 20/20 IS

2021
01:13:11,935 --> 01:13:13,604
PERFECT VISION BUT SOMETIMES

2022
01:13:13,604 --> 01:13:15,439
TIME IS LOST BECAUSE IT WASN'T

2023
01:13:15,439 --> 01:13:17,308
IN A WAY PARTNER INFORMED.

2024
01:13:17,308 --> 01:13:23,447
I DIDN'T EVEN REALIZE I WAS

2025
01:13:23,447 --> 01:13:23,914
DOING COMMUNITY-BASED

2026
01:13:23,914 --> 01:13:24,548
PARTICIPATORY RESEARCH UNTIL I

2027
01:13:24,548 --> 01:13:25,382
LEARNED ABOUT IT.

2028
01:13:25,382 --> 01:13:28,252
OH, I AM DOING THAT, ISN'T THAT

2029
01:13:28,252 --> 01:13:30,888
WONDERFUL? 

2030
01:13:30,888 --> 01:13:33,190
OH, I SEE, YES, SO BEING ABLE TO

2031
01:13:33,190 --> 01:13:35,426
ANSWER QUESTIONS AND UNDERSTAND

2032
01:13:35,426 --> 01:13:37,261
TERMINOLOGY AND KEY AREAS OF

2033
01:13:37,261 --> 01:13:38,896
FOCUS WITHIN THE COMMUNITY, SO

2034
01:13:38,896 --> 01:13:44,935
AS AN EXAMPLE IF YOU THINK ABOUT

2035
01:13:44,935 --> 01:13:47,237
AUTOMATIC SPEECH RECOGNITION,

2036
01:13:47,237 --> 01:13:49,973
HOW PEOPLE SAY DIFFERENT THINGS

2037
01:13:49,973 --> 01:13:51,508
MAYBE ACROSS DIALECTS, SOME MORE

2038
01:13:51,508 --> 01:13:53,477
ACCEPTED THAN OTHERS.

2039
01:13:53,477 --> 01:13:55,279
MOW THE LAWN, CUT THE GRASS, NO

2040
01:13:55,279 --> 01:13:56,980
ONE IS GOING TO SAY THAT'S

2041
01:13:56,980 --> 01:13:57,514
INACCURATE.

2042
01:13:57,514 --> 01:13:59,717
IN OTHER COMMUNITIES YOU MIGHT

2043
01:13:59,717 --> 01:14:00,818
PRESENT THE SAME SEMANTIC

2044
01:14:00,818 --> 01:14:02,886
NETWORK CONCERT IN A DIFFERENT

2045
01:14:02,886 --> 01:14:05,956
WAY BUT NOT WHAT'S ACCEPTED, NOT

2046
01:14:05,956 --> 01:14:07,291
AS FREQUENTLY USED.

2047
01:14:07,291 --> 01:14:09,126
SPEECH RECOGNITION, THERE MIGHT

2048
01:14:09,126 --> 01:14:12,096
BE THIS JUDGMENT OF INACCURATE

2049
01:14:12,096 --> 01:14:12,763
BECAUSE IT'S UNACCEPTABLE, IT'S

2050
01:14:12,763 --> 01:14:13,864
LESS KNOWN.

2051
01:14:13,864 --> 01:14:16,900
SO TRAINING THE TOOLS, FOR

2052
01:14:16,900 --> 01:14:24,842
MYSELF I REMEMBER WHEN AUTOMATIC

2053
01:14:24,842 --> 01:14:26,677
SPEECH RECOLLECT NATION CAME UP

2054
01:14:26,677 --> 01:14:28,579
WITH BLACKBERRY, REMEMBER THE

2055
01:14:28,579 --> 01:14:31,749
CANADIAN, MAYBE IT WAS MY

2056
01:14:31,749 --> 01:14:33,817
JAMAICAN ACCENT.

2057
01:14:33,817 --> 01:14:35,319
HOWEVER, THE APPLE DEVICE WOULD

2058
01:14:35,319 --> 01:14:36,754
DO IT WELL.

2059
01:14:36,754 --> 01:14:38,856
IN FACT, STARTED TO KNOW HOW TO

2060
01:14:38,856 --> 01:14:41,692
SAY WORDS IN CREOLE BUT TYPE IT

2061
01:14:41,692 --> 01:14:45,396
OUT IN AN ENGLISH WAY WHEN

2062
01:14:45,396 --> 01:14:46,697
COMMUNICATING WITH FRIENDS AND

2063
01:14:46,697 --> 01:14:47,030
COLLEAGUES.

2064
01:14:47,030 --> 01:14:48,899
POINT BEING WHEN WE WORK WITH

2065
01:14:48,899 --> 01:14:50,434
THESE TOOLS WE'RE GOING TO NEED

2066
01:14:50,434 --> 01:14:53,170
PARTNERS TO HELP US GIVE MORE

2067
01:14:53,170 --> 01:14:54,705
LEGITIMACY TO WHAT WE'RE DOING.

2068
01:14:54,705 --> 01:14:57,341
SO WORK YOU'VE DOING, YOU CAN

2069
01:14:57,341 --> 01:15:01,712
WORK WITH LANGUAGE PLANNING

2070
01:15:01,712 --> 01:15:06,316
AGENCIES, PEOPLE IN ARTIFICIAL

2071
01:15:06,316 --> 01:15:08,085
INTELLIGENCE, TEACHERS, PARENTS,

2072
01:15:08,085 --> 01:15:16,226
TO UNDERSTAND RELEVANCY AND CAN

2073
01:15:16,226 --> 01:15:18,095
PROFFER THE WORK WHEN WE'RE

2074
01:15:18,095 --> 01:15:18,295
GONE.

2075
01:15:18,295 --> 01:15:19,630
SO THE LONGEVITY OF ANYTHING

2076
01:15:19,630 --> 01:15:21,498
THAT WE DO HAS TO BE FRAMED

2077
01:15:21,498 --> 01:15:23,667
WITHIN THAT MORE OF A

2078
01:15:23,667 --> 01:15:24,568
PARTNERSHIP MODEL. 

2079
01:15:24,568 --> 01:15:27,504
THAT'S JUST MY TAKE.

2080
01:15:27,504 --> 01:15:29,573
>> GO AHEAD, NAN.

2081
01:15:29,573 --> 01:15:31,241
>> ONE OF THE GROUPS OF

2082
01:15:31,241 --> 01:15:33,510
STAKEHOLDERS IN THE WORK WE'RE

2083
01:15:33,510 --> 01:15:35,712
DOING WITH PEOPLE WHO THE

2084
01:15:35,712 --> 01:15:37,581
COMMUNITIES AND SLPs, SERVING

2085
01:15:37,581 --> 01:15:39,750
THE COMMUNITIES WHO DON'T SPEAK

2086
01:15:39,750 --> 01:15:41,185
MAINSTREAM AMERICAN ENGLISH OR

2087
01:15:41,185 --> 01:15:42,719
OTHER LANGUAGE COMMUNITIES, WE

2088
01:15:42,719 --> 01:15:44,154
ALWAYS HAVE MORE AND LESS

2089
01:15:44,154 --> 01:15:45,889
PREFERRED VERSIONS OF THE

2090
01:15:45,889 --> 01:15:46,457
LANGUAGE.

2091
01:15:46,457 --> 01:15:49,193
YES, SO THE QUESTION WAS -- I

2092
01:15:49,193 --> 01:15:51,161
PICKED THE WRONG OPTION, IF I

2093
01:15:51,161 --> 01:15:53,464
EVER PRESENTED THE STUFF, YES, I

2094
01:15:53,464 --> 01:15:53,664
HAVE.

2095
01:15:53,664 --> 01:15:58,502
I HOPE TO KEEP PRESENTING BUT I

2096
01:15:58,502 --> 01:15:59,937
DON'T GO EVERY YEAR.

2097
01:15:59,937 --> 01:16:01,338
ONE THING WE'VE BEEN CONCERNED

2098
01:16:01,338 --> 01:16:05,509
ABOUT, WE'VE ALL BEEN CHOSEN IN

2099
01:16:05,509 --> 01:16:07,244
THIS PARTICULAR WORKSHOP BECAUSE

2100
01:16:07,244 --> 01:16:09,346
OF THE FOCUS ON EARLY CHILD

2101
01:16:09,346 --> 01:16:16,553
LANGUAGE BUT WE'VE BECOME VERY,

2102
01:16:16,553 --> 01:16:18,088
VERY FOCUSED ON WHAT HAPPENS

2103
01:16:18,088 --> 01:16:21,091
WITH THE CHILDREN WHEN THEY

2104
01:16:21,091 --> 01:16:23,160
ENTER SCHOOL, DEALING CAN

2105
01:16:23,160 --> 01:16:28,065
TEACHERS, READING AND WRITING

2106
01:16:28,065 --> 01:16:28,365
SPECIALISTS.

2107
01:16:28,365 --> 01:16:30,067
AS SOON AS THE CHILDREN GET GOOD

2108
01:16:30,067 --> 01:16:31,034
ENOUGH IN LANGUAGE AND OLD

2109
01:16:31,034 --> 01:16:32,469
ENOUGH THEY ARE GOING TO GO TO

2110
01:16:32,469 --> 01:16:32,703
SCHOOL.

2111
01:16:32,703 --> 01:16:34,771
AT THAT POINT THEY ARE NOT

2112
01:16:34,771 --> 01:16:36,206
JUDGED BY ORAL LANGUAGE AS MUCH

2113
01:16:36,206 --> 01:16:38,509
AS BY WRITTEN LANGUAGE.

2114
01:16:38,509 --> 01:16:41,345
SO I THINK THAT'S A GROUP AND

2115
01:16:41,345 --> 01:16:42,779
SET OF STAKEHOLDERS WE REALLY

2116
01:16:42,779 --> 01:16:45,048
DON'T THINK ABOUT TOO MUCH, AS

2117
01:16:45,048 --> 01:16:46,917
THESE CHILDREN GROW AND IMPROVE

2118
01:16:46,917 --> 01:16:48,785
IN ABILITY, THEY ARE GOING HIT A

2119
01:16:48,785 --> 01:16:50,754
NEW WALL WHICH IS HOW DO YOU USE

2120
01:16:50,754 --> 01:16:52,523
THE LANGUAGE IN THE WRITTEN

2121
01:16:52,523 --> 01:16:53,757
FORMAT, MANY OF OUR STUDENTS.

2122
01:16:53,757 --> 01:16:55,993
WE HAVE A LOT OF STAKEHOLDERS

2123
01:16:55,993 --> 01:16:58,662
THERE THAT WE ONLY HAVE BEGUN TO

2124
01:16:58,662 --> 01:17:00,497
APPRECIATE BECAUSE DEALING WITH

2125
01:17:00,497 --> 01:17:03,333
SCHOOLS, AS SOMEBODY ONCE TOLD

2126
01:17:03,333 --> 01:17:04,668
ME IN MARYLAND, DON'T WORK WITH

2127
01:17:04,668 --> 01:17:06,403
A LOCAL COUNTY, I WON'T NAME IT,

2128
01:17:06,403 --> 01:17:07,404
BECAUSE THEIR APPLICATION IS

2129
01:17:07,404 --> 01:17:11,808
TOUGHER THAN NIH'S.

2130
01:17:11,808 --> 01:17:15,445
TURNS OUT THAT'S ACTUALLY TRUE.

2131
01:17:15,445 --> 01:17:17,281
>> GO AHEAD, MARY.

2132
01:17:17,281 --> 01:17:18,248
>> I REALLY APPRECIATE

2133
01:17:18,248 --> 01:17:19,816
EVERYTHING MY COLLEAGUES HAVE

2134
01:17:19,816 --> 01:17:20,117
SAID.

2135
01:17:20,117 --> 01:17:22,519
A COUPLE THINGS I'LL ADD IS THAT

2136
01:17:22,519 --> 01:17:25,088
AS WE TALK ABOUT OLDER CHILDREN,

2137
01:17:25,088 --> 01:17:26,890
THEY ARE ONE OF THE MAIN

2138
01:17:26,890 --> 01:17:27,658
INTERESTED PARTIES, RIGHT?

2139
01:17:27,658 --> 01:17:30,627
I THINK IT'S IMPORTANT TO HEAR

2140
01:17:30,627 --> 01:17:32,029
FROM THE PEOPLE THEMSELVES, OF

2141
01:17:32,029 --> 01:17:32,462
COURSE.

2142
01:17:32,462 --> 01:17:36,733
AND THE OTHER THING I JUST --

2143
01:17:36,733 --> 01:17:38,068
I'M SO APPRECIATIVE OF THE

2144
01:17:38,068 --> 01:17:41,772
EFFORTS THAT ARE BEING MADE TO

2145
01:17:41,772 --> 01:17:45,175
TAKE THIS KIND OF WORK AND FUND

2146
01:17:45,175 --> 01:17:48,111
IT, PUBLISH IT, SO NIH

2147
01:17:48,111 --> 01:17:53,150
INITIATIVES FOR IMPLEMENTATION

2148
01:17:53,150 --> 01:17:55,185
SCIENCE, THIS WORK IS TIME

2149
01:17:55,185 --> 01:17:56,954
CONSUMING, DOESN'T FOLLOW A NICE

2150
01:17:56,954 --> 01:17:58,355
TRAJECTORY A LOT OF TIMES.

2151
01:17:58,355 --> 01:18:01,224
IT'S ABOUT PEOPLE.

2152
01:18:01,224 --> 01:18:02,960
IT'S ABOUT RELATIONSHIPS.

2153
01:18:02,960 --> 01:18:05,028
IT'S ABOUT BUILDING TRUST.

2154
01:18:05,028 --> 01:18:07,998
AND SO I'M REALLY EXCITED THAT

2155
01:18:07,998 --> 01:18:09,399
THERE ARE NEW MECHANISMS OUT

2156
01:18:09,399 --> 01:18:10,200
THERE.

2157
01:18:10,200 --> 01:18:12,703
IT REALLY SEEMS LIKE A GROWING

2158
01:18:12,703 --> 01:18:16,006
RESPECT FOR THIS IMPORTANT WORK

2159
01:18:16,006 --> 01:18:17,641
AND THIS APPROACH BECAUSE AS

2160
01:18:17,641 --> 01:18:20,177
KARLA SAID, OH, I'VE BEEN DOING

2161
01:18:20,177 --> 01:18:22,346
SOME OF THIS FOR A LONG TIME

2162
01:18:22,346 --> 01:18:23,447
WITHOUT REALIZING.

2163
01:18:23,447 --> 01:18:25,415
IT ALSO WASN'T VALUED IN CERTAIN

2164
01:18:25,415 --> 01:18:27,150
CORNERS OF SCIENCE BEFORE SO I

2165
01:18:27,150 --> 01:18:30,754
WANT TO SHOUT OUT EFFORTS TO

2166
01:18:30,754 --> 01:18:32,055
MAKE THAT IMPORTANT AND

2167
01:18:32,055 --> 01:18:33,056
RECOGNIZE THAT.

2168
01:18:33,056 --> 01:18:34,491
>> THAT'S A GREAT SEGUE TO

2169
01:18:34,491 --> 01:18:37,094
SOMETHING I WANTED US TO TALK

2170
01:18:37,094 --> 01:18:37,294
ABOUT.

2171
01:18:37,294 --> 01:18:39,863
SO YOU MENTIONED, YOU KNOW,

2172
01:18:39,863 --> 01:18:41,932
RESEARCHERS ARE ALWAYS SAYING

2173
01:18:41,932 --> 01:18:45,435
GOSH, PARTNERSHIPS ARE TIME

2174
01:18:45,435 --> 01:18:47,638
CONSUMES, YOU DON'T GET A

2175
01:18:47,638 --> 01:18:48,939
PUBLICATION OUT OF IT, THINGS

2176
01:18:48,939 --> 01:18:50,273
WE'RE HELD ACCOUNTABLE FOR.

2177
01:18:50,273 --> 01:18:51,808
AS MARY WAS SAYING WE'RE

2178
01:18:51,808 --> 01:18:53,677
STARTING TO SHIFT SOME OF THAT

2179
01:18:53,677 --> 01:18:55,312
IN SOME VALUES FOR THESE KINDS

2180
01:18:55,312 --> 01:18:56,013
OF EFFORTS.

2181
01:18:56,013 --> 01:18:58,482
NOW LET'S LOOK ON THE OTHER

2182
01:18:58,482 --> 01:19:00,684
SIDES OF OUR PARTNER SIDE.

2183
01:19:00,684 --> 01:19:03,320
NAN WAS TALKING ABOUT GETTING IN

2184
01:19:03,320 --> 01:19:04,621
SCHOOLS AND SO ON.

2185
01:19:04,621 --> 01:19:06,156
WHAT HAS BEEN YOUR EXPERIENCE

2186
01:19:06,156 --> 01:19:09,559
TRYING TO START UP PARTNERSHIPS?

2187
01:19:09,559 --> 01:19:10,761
SOMETIMES PARTNERS ARE NOT THAT

2188
01:19:10,761 --> 01:19:11,628
INTO YOU.

2189
01:19:11,628 --> 01:19:13,196
SOMETIMES EVEN IF THEY ARE

2190
01:19:13,196 --> 01:19:15,065
EXCITED ABOUT THE PROJECT, YOU

2191
01:19:15,065 --> 01:19:20,404
KNOW, A TEACHER OR AN SLP IN THE

2192
01:19:20,404 --> 01:19:21,938
SCHOOL DOESN'T HAVE 20 MINUTES

2193
01:19:21,938 --> 01:19:23,140
BUILT IN TO PARTNER AND BE

2194
01:19:23,140 --> 01:19:24,141
AVAILABLE TO YOU.

2195
01:19:24,141 --> 01:19:25,776
THEY ARE BEING ASKED TO DO THAT

2196
01:19:25,776 --> 01:19:28,745
IN SOME OTHER KIND OF WAY.

2197
01:19:28,745 --> 01:19:30,914
SO ANY THOUGHTS ABOUT THAT?

2198
01:19:30,914 --> 01:19:33,450
HOW TO NAVIGATE THOSE WATERS?

2199
01:19:33,450 --> 01:19:35,419
WHAT MIGHT HELP EASE THE BURDEN

2200
01:19:35,419 --> 01:19:36,186
FOR PARTNERS?

2201
01:19:36,186 --> 01:19:37,621
ANY OF THOSE KINDS OF ISSUES

2202
01:19:37,621 --> 01:19:45,395
THAT YOU COULD SPEAK TO.

2203
01:19:45,395 --> 01:19:46,897
>> AS A TRAINED CLINICAL

2204
01:19:46,897 --> 01:19:47,564
PSYCHOLOGIST LISTENING IS ONE OF

2205
01:19:47,564 --> 01:19:49,332
THE MOST IMPORTANT THINGS TO

2206
01:19:49,332 --> 01:19:50,967
START WHEN YOU'RE BEGINNING

2207
01:19:50,967 --> 01:19:51,935
THESE RELATIONSHIP WAS

2208
01:19:51,935 --> 01:19:52,269
STAKEHOLDERS.

2209
01:19:52,269 --> 01:19:56,106
AND HEARING WHAT THEY HAVE TO

2210
01:19:56,106 --> 01:19:56,440
SAY.

2211
01:19:56,440 --> 01:19:57,974
AND HOPEFULLY SHAPING THE

2212
01:19:57,974 --> 01:19:59,409
RESEARCH TO FIT THEIR NEEDS.

2213
01:19:59,409 --> 01:20:01,244
THAT'S THE BEST WAY FOR BUY-IN

2214
01:20:01,244 --> 01:20:03,346
BECAUSE THEN THEY ARE NOT GOING

2215
01:20:03,346 --> 01:20:05,415
TO FEEL LIKE THEY NEED TO DO

2216
01:20:05,415 --> 01:20:07,150
MORE TO BE PART OF THE RESEARCH

2217
01:20:07,150 --> 01:20:08,485
THAT THEY JUST ARE EXCITED TO BE

2218
01:20:08,485 --> 01:20:10,287
PART OF THE RESEARCH BECAUSE IT

2219
01:20:10,287 --> 01:20:12,422
HELPS ADDRESS SOME OF THE ISSUES

2220
01:20:12,422 --> 01:20:14,291
THAT THEY DEAL WITH.

2221
01:20:14,291 --> 01:20:16,927
I FOUND A LOT OF SUCCESS WITH

2222
01:20:16,927 --> 01:20:17,394
THAT APPROACH.

2223
01:20:17,394 --> 01:20:19,996
I THINK AT THE SAME TIME WE HAVE

2224
01:20:19,996 --> 01:20:21,431
TO KNOW WHEN TO STAND BACK.

2225
01:20:21,431 --> 01:20:22,632
SOMETIMES THERE ARE PEOPLE THAT

2226
01:20:22,632 --> 01:20:23,433
AREN'T INTERESTED.

2227
01:20:23,433 --> 01:20:24,401
THAT'S OKAY.

2228
01:20:24,401 --> 01:20:27,037
SOMETIMES THEY MIGHT TURN BACK

2229
01:20:27,037 --> 01:20:29,873
AROUND AND CHANGE THEIR MIND

2230
01:20:29,873 --> 01:20:31,074
DOWN THE ROAD.

2231
01:20:31,074 --> 01:20:33,276
STILL BEING OPEN MINDED ABOUT

2232
01:20:33,276 --> 01:20:35,112
THAT AND KNOWING WHEN TO STEP

2233
01:20:35,112 --> 01:20:39,116
BACK IS AN IMPORTANT PIECE AS

2234
01:20:39,116 --> 01:20:42,786
WELL.

2235
01:20:42,786 --> 01:20:44,755
>> GO AHEAD, KARLA.

2236
01:20:44,755 --> 01:20:46,957
>> TO ECHO DAN'S COMMENT
RELATED

2237
01:20:46,957 --> 01:20:49,593
TO THAT AREA OF CULTURAL

2238
01:20:49,593 --> 01:20:50,560
HUMILITY, CULTURE IS AMONGST ALL

2239
01:20:50,560 --> 01:20:52,863
OF US SO BEING MORE OTHER

2240
01:20:52,863 --> 01:20:53,764
ORIENTED, LISTENING AND BEING

2241
01:20:53,764 --> 01:20:55,098
WILLING TO KNOW YOU'RE NOT

2242
01:20:55,098 --> 01:21:01,571
ALWAYS A TEACHER BUT THE

2243
01:21:01,571 --> 01:21:02,105
LEARNER.

2244
01:21:02,105 --> 01:21:02,973
IF THE COMMUNITY BELIEVES YEAR

2245
01:21:02,973 --> 01:21:04,407
HERE TO LEARN FROM THEM THEY ARE

2246
01:21:04,407 --> 01:21:06,243
MORE WILLING TO LET YOU IN

2247
01:21:06,243 --> 01:21:07,310
BECAUSE OH, I'M TEACHING YOU

2248
01:21:07,310 --> 01:21:08,445
SOMETHING THAT YOU DON'T KNOW.

2249
01:21:08,445 --> 01:21:10,413
AND THEN AS PART OF THE THAT

2250
01:21:10,413 --> 01:21:12,048
LISTENING YOU FIND THE GAP THEY

2251
01:21:12,048 --> 01:21:14,317
HAVE NOT BEEN ABLE TO FILL YET,

2252
01:21:14,317 --> 01:21:16,219
AND OFTENTIMES WHEN YOU GET THAT

2253
01:21:16,219 --> 01:21:18,522
ALIGNED WITH YOUR NEEDS, IT'S A

2254
01:21:18,522 --> 01:21:19,956
VERY SUCCESSFUL ENDEAVOR BECAUSE

2255
01:21:19,956 --> 01:21:21,591
IT BECOMES A WIN-WIN SITUATION.

2256
01:21:21,591 --> 01:21:23,226
SO IT'S NOT NEW WORK.

2257
01:21:23,226 --> 01:21:25,195
IT'S WORK THAT'S GOING TO BE

2258
01:21:25,195 --> 01:21:27,597
BENEFICIAL TO BOTH SIDES, WHILE

2259
01:21:27,597 --> 01:21:29,032
MEETING THE NEEDS ON BOTH SIDES

2260
01:21:29,032 --> 01:21:31,802
OF THE TABLE. 

2261
01:21:31,802 --> 01:21:35,705
SO THAT'S MY COMMENT.

2262
01:21:35,705 --> 01:21:39,876
>> ANY OTHER THOUGHTS ON
THIS? 

2263
01:21:39,876 --> 01:21:42,813
GO AHEAD, MARY.

2264
01:21:42,813 --> 01:21:46,750
>> ONE THING THAT I -- I
LOVE IT

2265
01:21:46,750 --> 01:21:48,084
WHEN YOU FIND IN IMPLEMENT

2266
01:21:48,084 --> 01:21:49,619
SCIENCE THE CHAMPION, RIGHT?

2267
01:21:49,619 --> 01:21:50,921
THAT'S YOUR CONNECTION THERE.

2268
01:21:50,921 --> 01:21:53,557
SO THINK ABOUT, YOU KNOW, THAT

2269
01:21:53,557 --> 01:21:55,859
DIFFICULT DISTRICT, I'VE GOT

2270
01:21:55,859 --> 01:21:57,060
SOME OF THOSE TOO.

2271
01:21:57,060 --> 01:21:59,696
IF YOU FIND THE RIGHT PERSON IN

2272
01:21:59,696 --> 01:22:01,331
THERE WHO IS SO, YOU KNOW,

2273
01:22:01,331 --> 01:22:03,567
PASSIONATE ABOUT THE PROJECT AND

2274
01:22:03,567 --> 01:22:05,035
WHAT NOT, SOMETIMES THEY WILL BE

2275
01:22:05,035 --> 01:22:07,671
ABLE TO OPEN DOORS THAT YOU

2276
01:22:07,671 --> 01:22:10,307
COULDN'T HAVE BEFORE.

2277
01:22:10,307 --> 01:22:12,042
AND SO REALLY FINDING THOSE

2278
01:22:12,042 --> 01:22:15,212
FOLKS AND FINDING WAYS TO

2279
01:22:15,212 --> 01:22:17,214
ELEVATE THEM AND EMPOWER THEM TO

2280
01:22:17,214 --> 01:22:19,282
REALLY TAKE THE LEAD ON THINGS,

2281
01:22:19,282 --> 01:22:21,484
THAT CAN BE FANTASTIC IF YOU'RE

2282
01:22:21,484 --> 01:22:27,490
LUCKY ENOUGH TO FIND THOSE FOLK.

2283
01:22:27,490 --> 01:22:28,258
>> GO AHEAD.

2284
01:22:28,258 --> 01:22:29,659
>> SOMETIMES THERE'S A
LITTLE

2285
01:22:29,659 --> 01:22:31,094
LEVITY, I FIND ONCE YOU

2286
01:22:31,094 --> 01:22:32,295
UNDERSTAND THE CULTURE AND WHAT

2287
01:22:32,295 --> 01:22:33,396
THEY LIKE, YOU KNOW, SOME PEOPLE

2288
01:22:33,396 --> 01:22:35,031
THE WAY TO GET TO THEM IS

2289
01:22:35,031 --> 01:22:36,066
THROUGH THEIR STOMACH.

2290
01:22:36,066 --> 01:22:37,367
YOU DO IT OVER FOOD.

2291
01:22:37,367 --> 01:22:39,436
YOU OFFER FOOD.

2292
01:22:39,436 --> 01:22:41,171
USING FOOD, AFTER THAT THE

2293
01:22:41,171 --> 01:22:42,505
ENTIRE DEMEANOR CHANGES AND THEY

2294
01:22:42,505 --> 01:22:44,241
REMEMBER, OH, YOU WERE THE

2295
01:22:44,241 --> 01:22:45,909
PERSON THAT BROUGHT -- THEY

2296
01:22:45,909 --> 01:22:47,110
DON'T REMEMBER ANYTHING ELSE BUT

2297
01:22:47,110 --> 01:22:48,645
THE POSITIVE YOU BROUGHT THAT

2298
01:22:48,645 --> 01:22:50,947
FOOD AND IT GOES FROM THERE.

2299
01:22:50,947 --> 01:22:52,249
JUST LEARNING THE CULTURE AND

2300
01:22:52,249 --> 01:22:53,783
WHAT PEOPLE LOOK IS ALSO ANOTHER

2301
01:22:53,783 --> 01:22:54,885
WAY INTO THE DOOR TO GET THAT

2302
01:22:54,885 --> 01:22:57,687
CHAMPION.

2303
01:22:57,687 --> 01:23:00,090
>> THAT WAS A GREAT ARRAY
OF

2304
01:23:00,090 --> 01:23:00,857
TIPS AND TRICKS.

2305
01:23:00,857 --> 01:23:02,592
I WANT TO -- WE HAVE A COUPLE

2306
01:23:02,592 --> 01:23:04,327
MINUTES LEFT IN THE PANEL.

2307
01:23:04,327 --> 01:23:06,196
I WANTED TO COME BACK TO

2308
01:23:06,196 --> 01:23:08,198
SOMETHING I THINK KARLA OR MAYBE

2309
01:23:08,198 --> 01:23:09,733
MARY, YOU'RE BOTH WORKING IN THE

2310
01:23:09,733 --> 01:23:13,003
SPACE OF PARTNERING WITH KIDS

2311
01:23:13,003 --> 01:23:13,536
AND UNDERSTANDING THEIR

2312
01:23:13,536 --> 01:23:15,305
EXPERIENCE, I IMAGINE A LOT OF

2313
01:23:15,305 --> 01:23:17,173
THE AUDIENCE THOUGHT, HOW DO YOU

2314
01:23:17,173 --> 01:23:18,909
WORK WITH A KID WITH

2315
01:23:18,909 --> 01:23:20,343
COMMUNICATION DISORDER AND TALK

2316
01:23:20,343 --> 01:23:22,012
TO THEM ABOUT THEIR

2317
01:23:22,012 --> 01:23:22,345
COMMUNICATION?

2318
01:23:22,345 --> 01:23:24,514
AND YOU ALL HAVE SOME DIFFERENT

2319
01:23:24,514 --> 01:23:25,949
TECHNIQUES SO I WONDERED IF YOU

2320
01:23:25,949 --> 01:23:29,552
COULD TOUCH ON THAT BRIEFLY, HOW

2321
01:23:29,552 --> 01:23:32,289
WE CAN GET THAT LIVED EXPERIENCE

2322
01:23:32,289 --> 01:23:37,127
FROM CHILDREN,  WHAT MIGHT BE TE

2323
01:23:37,127 --> 01:23:38,428
WAYS TO DO THAT.

2324
01:23:38,428 --> 01:23:38,762
>> OKAY.

2325
01:23:38,762 --> 01:23:41,298
SO ONE OF THE TOOLS THAT I HAVE

2326
01:23:41,298 --> 01:23:42,933
USED IS DRAWINGS.

2327
01:23:42,933 --> 01:23:45,201
I KNOW THAT'S NOT -- REALLY,

2328
01:23:45,201 --> 01:23:45,468
DRAWINGS?

2329
01:23:45,468 --> 01:23:47,070
YES, WE DRAW WITH KIDS.

2330
01:23:47,070 --> 01:23:48,705
SOMETHING KIDS KNOW HOW TO DO

2331
01:23:48,705 --> 01:23:48,972
NATURALLY.

2332
01:23:48,972 --> 01:23:50,707
YOU PROVIDE THEM WITH THE TOOLS.

2333
01:23:50,707 --> 01:23:53,643
ONE THING WE DO DO, THE

2334
01:23:53,643 --> 01:23:57,580
INSTRUCTION IS -- TECHNIQUE IS

2335
01:23:57,580 --> 01:24:00,116
BASED ON SHARON MCCLOUD'S WORK

2336
01:24:00,116 --> 01:24:02,052
FROM AUSTRALIA, THE -- I'M

2337
01:24:02,052 --> 01:24:04,921
DRAWING A BLANK, THE AUSTRALIAN

2338
01:24:04,921 --> 01:24:06,756
DRAWING PROTOCOL I'LL CALL IT,

2339
01:24:06,756 --> 01:24:08,325
YOU ASK A QUESTION, SO TALKING

2340
01:24:08,325 --> 01:24:09,592
TO SOMEONE ELSE, HAND THEM A

2341
01:24:09,592 --> 01:24:11,594
PIECE OF PAPER WITH A SET OF

2342
01:24:11,594 --> 01:24:13,029
MARKERS.

2343
01:24:13,029 --> 01:24:15,065
THEY JUST GO AHEAD AND DRAW.

2344
01:24:15,065 --> 01:24:16,833
WE LEARN SO MUCH.

2345
01:24:16,833 --> 01:24:17,867
THEN YOU GOAT ASK CHILDREN

2346
01:24:17,867 --> 01:24:20,770
QUESTIONS ABOUT THEIR DRAWING.

2347
01:24:20,770 --> 01:24:22,005
YOU DON'T MAKE ASSUMPTIONS.

2348
01:24:22,005 --> 01:24:25,475
SEE WHAT YOU CAN GLEAN.

2349
01:24:25,475 --> 01:24:26,910
THE THINGS WE'VE LEARNED BY

2350
01:24:26,910 --> 01:24:28,378
ASKING QUESTIONS ABOUT THEIR

2351
01:24:28,378 --> 01:24:30,113
DRAWING, THERE'S GREAT SOCIAL

2352
01:24:30,113 --> 01:24:34,484
VALIDITY AND EXTERNAL VALIDITY. 

2353
01:24:34,484 --> 01:24:36,119
ACTUALLY IT MIRRORS WHAT WE'VE

2354
01:24:36,119 --> 01:24:37,654
LEARNED FROM SOCIAL LINGUISTS

2355
01:24:37,654 --> 01:24:38,955
ABOUT LANGUAGE DEVELOPMENT IN

2356
01:24:38,955 --> 01:24:40,256
CHILDREN WITHOUT ASKING CHILDREN

2357
01:24:40,256 --> 01:24:41,524
A COMPLICATED QUESTION BUT A

2358
01:24:41,524 --> 01:24:43,360
QUESTION MORE RELATABLE TO THE

2359
01:24:43,360 --> 01:24:43,827
CHILD.

2360
01:24:43,827 --> 01:24:47,964
SO ONE WAY THAT'S DISARMING AND

2361
01:24:47,964 --> 01:24:48,832
EMPOWERING OF THE CHILD'S VOICE

2362
01:24:48,832 --> 01:24:50,600
TO USE DRAWINGS TO UNDERSTAND

2363
01:24:50,600 --> 01:24:52,102
THEIR TALKING EXPERIENCES EVEN

2364
01:24:52,102 --> 01:24:56,573
WHEN THEY CANNOT TALK IN SO MANY

2365
01:24:56,573 --> 01:24:58,475
WORDS THEMSELVES.

2366
01:24:58,475 --> 01:24:59,809
>> A HUNDRED PERCENT!

2367
01:24:59,809 --> 01:25:03,213
WE FOLLOW THE SAME PROTOCOLS.

2368
01:25:03,213 --> 01:25:06,916
AND ALSO BUILDING OFF DR.

2369
01:25:06,916 --> 01:25:07,584
WASHINGTON'S WORK WE BASE SOME

2370
01:25:07,584 --> 01:25:09,419
OF WHAT WE DO ON THE FOCUS, LOOK

2371
01:25:09,419 --> 01:25:12,288
AT THE QUESTIONS FROM THE FOCUS,

2372
01:25:12,288 --> 01:25:14,524
GEAR THEM TOWARDS THE KIDS AND

2373
01:25:14,524 --> 01:25:16,326
WE'VE BEEN USING A LOT OF, YOU

2374
01:25:16,326 --> 01:25:18,294
KNOW, RATING SCALES WITH HAPPY

2375
01:25:18,294 --> 01:25:19,629
FACES, EMOJI TYPES OF THINGS.

2376
01:25:19,629 --> 01:25:23,333
THAT WAY KIDS DON'T HAVE TO COME

2377
01:25:23,333 --> 01:25:28,371
UP I'M FEELING ANGST, THEY TOUCH

2378
01:25:28,371 --> 01:25:29,472
THE BUTTON.

2379
01:25:29,472 --> 01:25:30,740
THAT'S BEEN HELPFUL.

2380
01:25:30,740 --> 01:25:32,208
THE OTHER THING I WOULD

2381
01:25:32,208 --> 01:25:35,478
HIGHLIGHT THERE IS THE REAL NEED

2382
01:25:35,478 --> 01:25:38,014
TO DO PILOT WORK BECAUSE KIDS

2383
01:25:38,014 --> 01:25:39,749
ALWAYS -- ONE OF THE THINGS I

2384
01:25:39,749 --> 01:25:41,184
LOVE ABOUT WORKING WITH KIDS,

2385
01:25:41,184 --> 01:25:43,253
THEY ARE SURPRISING WITH HOW

2386
01:25:43,253 --> 01:25:44,554
THEY INTERPRET THINGS SOMETIMES.

2387
01:25:44,554 --> 01:25:48,625
SO DOING A LOT OF PILOT WORK TO

2388
01:25:48,625 --> 01:25:50,160
KIND OF MAKE SURE YOU'RE ASKING

2389
01:25:50,160 --> 01:25:52,028
THE QUESTION IN A WAY THAT MOST

2390
01:25:52,028 --> 01:25:56,332
KIDS ARE GOING TO UNDERSTAND THE

2391
01:25:56,332 --> 01:25:58,701
SAME WAY YOU INTENDED IS A BIG

2392
01:25:58,701 --> 01:25:58,868
ONE.

2393
01:25:58,868 --> 01:26:01,271
I WILL SAY WE HAVEN'T GOTTEN A

2394
01:26:01,271 --> 01:26:02,972
TON OF -- I DON'T KNOW IF WE'VE

2395
01:26:02,972 --> 01:26:05,508
GOTTEN AS MUCH FROM OUR DRAWINGS

2396
01:26:05,508 --> 01:26:08,111
AS SOME OTHER PROJECTS IN TERMS

2397
01:26:08,111 --> 01:26:09,446
OF CONTENT, BUT IT'S AN

2398
01:26:09,446 --> 01:26:13,817
EXCEPTIONAL WAY TO BUILD THE

2399
01:26:13,817 --> 01:26:14,150
RAPPORT.

2400
01:26:14,150 --> 01:26:15,018
STARTING OUT, YOU'RE BUILDING

2401
01:26:15,018 --> 01:26:16,653
THAT TRUST WITH THE CHILD,

2402
01:26:16,653 --> 01:26:19,689
GETTING USED TO THEIR PATTERNS

2403
01:26:19,689 --> 01:26:21,691
OF SPEECH, ALL THESE TYPES OF

2404
01:26:21,691 --> 01:26:23,026
THINGS, THOSE ARE SOME

2405
01:26:23,026 --> 01:26:25,195
TECHNIQUES WE'VE USED AND REALLY

2406
01:26:25,195 --> 01:26:26,629
ARE EXCITED TO ANALYZE THOSE

2407
01:26:26,629 --> 01:26:28,064
THINGS AND SHARE THEM.

2408
01:26:28,064 --> 01:26:31,668
>> ALL RIGHT.

2409
01:26:31,668 --> 01:26:32,836
GO AHEAD, NAN.

2410
01:26:32,836 --> 01:26:34,737
>> VERY FAST, MY OTHER DAY
JOB I

2411
01:26:34,737 --> 01:26:36,272
DEAL WITH LITTLE CHILDREN WHO

2412
01:26:36,272 --> 01:26:37,140
STUTTER.

2413
01:26:37,140 --> 01:26:40,543
WE HAVE LOTS OF COMMUNICATION

2414
01:26:40,543 --> 01:26:40,877
ATTITUDES.

2415
01:26:40,877 --> 01:26:42,846
AND SELF-RATING SCALES IN THAT

2416
01:26:42,846 --> 01:26:43,146
FIELD.

2417
01:26:43,146 --> 01:26:47,450
AND MANY OF THEM ARE ACTUALLY

2418
01:26:47,450 --> 01:26:47,984
NORMED.

2419
01:26:47,984 --> 01:26:52,489
LIKE THE KITTY CAT, THE KITTY

2420
01:26:52,489 --> 01:26:53,690
COMMUNICATION ATTITUDE TEST,

2421
01:26:53,690 --> 01:26:55,125
OBVIOUSLY SOME QUESTIONS, ONE OR

2422
01:26:55,125 --> 01:26:57,327
TWO NOT APROPO TO A YOUNG CHILD

2423
01:26:57,327 --> 01:26:58,828
WHO DOES NOT STUTTER, BUT MANY

2424
01:26:58,828 --> 01:27:01,030
GIVE YOU GOOD INSIGHT INTO HOW

2425
01:27:01,030 --> 01:27:02,765
YOUNG CHILDREN FEEL ABOUT

2426
01:27:02,765 --> 01:27:04,100
TALKING AND COMMUNICATING,

2427
01:27:04,100 --> 01:27:05,835
GETTING THEIR POINT ACROSS, HOW

2428
01:27:05,835 --> 01:27:06,703
LISTENERS INTERACT WITH THEM.

2429
01:27:06,703 --> 01:27:08,471
SO IT'S JUST SOMETHING YOU MIGHT

2430
01:27:08,471 --> 01:27:10,206
CONSIDER LOOKING AT FOR A CHILD

2431
01:27:10,206 --> 01:27:11,541
WHO IS MORE VERBAL.

2432
01:27:11,541 --> 01:27:13,743
AND I WOULD SAY THAT ONCE YOU

2433
01:27:13,743 --> 01:27:16,913
DEAL WITH CHILDREN WHO ARE

2434
01:27:16,913 --> 01:27:20,650
HIGHLY VERBAL MAKING THEM A PART

2435
01:27:20,650 --> 01:27:23,820
OF IEP AND THAT PROGRAMMING IS

2436
01:27:23,820 --> 01:27:24,087
CRITICAL.

2437
01:27:24,087 --> 01:27:26,890
THEY HAVE TO BE PART OF THAT

2438
01:27:26,890 --> 01:27:27,223
PROCESS.

2439
01:27:27,223 --> 01:27:27,657
>> WONDERFUL.

2440
01:27:27,657 --> 01:27:28,324
THANKS SO MUCH.

2441
01:27:28,324 --> 01:27:29,826
THAT WAS REALLY GREAT.

2442
01:27:29,826 --> 01:27:30,927
HOPEFULLY THAT INSPIRES SOME

2443
01:27:30,927 --> 01:27:33,229
PEOPLE TO THINK OF DIFFERENT

2444
01:27:33,229 --> 01:27:35,298
WAYS TO COMMUNICATE WITH

2445
01:27:35,298 --> 01:27:35,965
CHILDREN.

2446
01:27:35,965 --> 01:27:37,700
WHILE WE PULL UP CLOSING SLIDES

2447
01:27:37,700 --> 01:27:40,236
JOIN ME IN THANKING OUR

2448
01:27:40,236 --> 01:27:41,871
PANELISTS, SPEAKERS, AUDIENCE

2449
01:27:41,871 --> 01:27:42,238
MEMBERS.

2450
01:27:42,238 --> 01:27:43,540
WE REALLY APPRECIATE YOU SHARING

2451
01:27:43,540 --> 01:27:45,408
YOUR WORK AND SHARING YOUR

2452
01:27:45,408 --> 01:27:47,610
THOUGHTS ON THESE IMPORTANT

2453
01:27:47,610 --> 01:27:47,844
ISSUES.

2454
01:27:47,844 --> 01:27:50,013
IN TERMS OF MIGHT HAVE OWN

2455
01:27:50,013 --> 01:27:51,614
CONCLUDING THOUGHTS I SPEAK FOR

2456
01:27:51,614 --> 01:27:54,117
ALL OF THE TALK TEAM IN REALLY

2457
01:27:54,117 --> 01:27:55,785
FINDING THAT WE'VE MAYBE JUST

2458
01:27:55,785 --> 01:27:57,720
SCRATCHED THE SURFACE OF SOME OF

2459
01:27:57,720 --> 01:28:00,723
THE ANSWERS TO THESE KIDS.

2460
01:28:00,723 --> 01:28:02,892
WE'RE VERY ENCOURAGED BY THE

2461
01:28:02,892 --> 01:28:04,961
ENTHUSIASM AND ENERGY AROUND ALL

2462
01:28:04,961 --> 01:28:07,063
THREE OF OUR TALK THEMES AND ALL

2463
01:28:07,063 --> 01:28:08,932
THE GREAT IDEAS AND

2464
01:28:08,932 --> 01:28:11,000
CONVERSATIONS THAT CAME UP

2465
01:28:11,000 --> 01:28:14,737
ACROSS THESE THREE WORKSHOPS.

2466
01:28:14,737 --> 01:28:15,939
SO OUR LEADERSHIP TEAM WILL

2467
01:28:15,939 --> 01:28:19,642
THINK ABOUT HOW TO SPARK

2468
01:28:19,642 --> 01:28:20,443
IMPORTANT CONVERSATIONS.

2469
01:28:20,443 --> 01:28:20,977
NEXT SLIDE.

2470
01:28:20,977 --> 01:28:24,147
WE ALSO WANT TO SPARK YOUR

2471
01:28:24,147 --> 01:28:25,782
RESEARCH BY GIVING YOU FUNDING.

2472
01:28:25,782 --> 01:28:27,884
BE SURE TO CHECK OUT OUR TALK

2473
01:28:27,884 --> 01:28:31,154
WEBSITE FOR SOME OF OUR CURRENT

2474
01:28:31,154 --> 01:28:32,488
FUNDING OPPORTUNITIES.

2475
01:28:32,488 --> 01:28:33,790
OUR PROGRAM OFFICERS ARE ALL

2476
01:28:33,790 --> 01:28:34,891
LISTED HERE AS WELL.

2477
01:28:34,891 --> 01:28:37,160
AND SO THAT WILL GIVE YOU SOME

2478
01:28:37,160 --> 01:28:38,828
IDEAS OF WHO TO TALK TO.

2479
01:28:38,828 --> 01:28:40,863
DON'T GET HUNG UP ON TRYING TO

2480
01:28:40,863 --> 01:28:41,898
FIGURE OUT WHO THE RIGHT PERSON

2481
01:28:41,898 --> 01:28:43,733
IS TO TALK TO.

2482
01:28:43,733 --> 01:28:46,035
ANY OF US ARE HAPPY TO TALK TO

2483
01:28:46,035 --> 01:28:47,804
YOU ABOUT TALK, NO DOOR IS THE

2484
01:28:47,804 --> 01:28:49,205
WRONG DOOR SO PLEASE DO

2485
01:28:49,205 --> 01:28:50,974
COMMUNICATE WITH US.

2486
01:28:50,974 --> 01:28:54,677
AND THEN THE NEXT SLIDE, SO

2487
01:28:54,677 --> 01:28:56,779
SADLY THIS IS OUR LAST WORKSHOP

2488
01:28:56,779 --> 01:28:57,413
FOR 2024.

2489
01:28:57,413 --> 01:29:00,617
I WANTED TO LET YOU KNOW WE HAVE

2490
01:29:00,617 --> 01:29:02,685
RECORDED ALL THREE WORKSHOPS AND

2491
01:29:02,685 --> 01:29:04,120
WILL POST RECORDINGS, EITHER ON

2492
01:29:04,120 --> 01:29:05,755
THE EVENT WEBSITE OR MAIN

2493
01:29:05,755 --> 01:29:07,190
WEBSITE, ON THE LAST SLIDE.

2494
01:29:07,190 --> 01:29:09,025
SO IF YOU MISSED ANY OF THEM,

2495
01:29:09,025 --> 01:29:10,893
YOU CAN CATCH THE RECORDINGS,

2496
01:29:10,893 --> 01:29:13,396
LOOK FOR THOSE ON OUR WEBSITE.

2497
01:29:13,396 --> 01:29:15,064
IF YOU WANT TO INVOLVE OTHERS

2498
01:29:15,064 --> 01:29:17,133
WHO WEREN'T ABLE TO COME, FEEL

2499
01:29:17,133 --> 01:29:19,068
FLEE TO SHARE THOSE RECORDINGS.

2500
01:29:19,068 --> 01:29:21,838
WE CAN GO TO THE END NOW.

2501
01:29:21,838 --> 01:29:23,740
SO ONCE AGAIN, THANK YOU TO

2502
01:29:23,740 --> 01:29:26,209
EVERYONE FOR JOINING US FOR THIS

2503
01:29:26,209 --> 01:29:26,509
WORKSHOP.

2504
01:29:26,509 --> 01:29:28,077
WE LOOK FORWARD TO CONTINUING

2505
01:29:28,077 --> 01:29:30,179
THE CONVERSATION WITH ALL OF YOU

2506
01:29:30,179 --> 01:29:33,249
AROUND THE TALK INITIATIVE.

2507
01:29:33,249 --> 01:29:39,088
[END OF PROGRAM]

2508
01:29:39,088 --> 01:29:39,222
 

2509
01:29:39,222 --> 01:29:45,194
 

2510
01:29:45,194 --> 01:29:55,238